Interview Skills Project

Ace the Interview Training Website
Instructional Systems Design

May 4, 2017
Emily Mayer, Katie McClintic, Nancy Stannert, Devon Whetstone
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Project Roles
Devon • Team leader

Whetstone • Main contributor to Broad Goals and Big Ideas
• Main contributor to learning objectives
• Main contributor to Formative and Summative
Evaluation
• Main contributor to Task Analysis
• Supportive contributor to Learner Analysis
• Supportive contributor to Contextual Analysis
Katie McClintic • Main contributor to Broad Goals and Big Ideas

• Main contributor to Needs Analysis
• Main contributor to Types of Learning
Experiences/Instruction
• Main contributor to Task analysis
• Supportive contributor to Formative and Summative
Evaluation
• Supportive contributor to Learning Objectives
Nancy • Main contributor to Broad Goals and Big Ideas

Stannert • Main contributor to Learner Analysis
• Main contributor to Contextual Analysis
• Supportive contributor to Needs Analysis
• Supportive contributor to Materials for
Learning/Instruction
Emily Mayer • Main contributor to Broad Goals and Big Ideas

• Main contributor to Materials for
2
Learning/Instruction
• Main contributor for Contextual Analysis
• Supportive contributor to Needs Analysis
• Supportive contributor for Types of Learning
Experiences/Instruction
• Backup Team Leader
Main Contributor Position Description

The Main Contributor serves as the project component lead. They are
responsible for establishing a timeline of sub-tasks to complete by the first
and final draft deadlines. They are responsible for delegating and
coordinating tasks with supporting contributors and other team members,
but are ultimately responsible for the final product.
Supporting Contributor Position Description

The Supporting Contributor completes tasks for a project component
delegated by the Main Contributor. They help ensure the portion of the
project is completed by the first and final draft deadlines and collaborate
with other Supporting Contributors and team members. While the
Supporting Contributor is not directly responsible for monitoring the task
timeline, they are expected to work with the Main Contributor to ensure
products are completed in a timely manner.
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Table of Contents
Project Roles .......................................................................................................................................... 2
I-A: Broad Goals and Big Ideas .................................................................................................. 6
I-B: Student Learning Objectives ............................................................................................. 8
Goal 1 (Preparation) .......................................................................................................................... 8
Goal 2 (Introduction) ......................................................................................................................... 9
Goal 3 (Interview) ............................................................................................................................10
Goal 4 (Conclusion) ..........................................................................................................................11
Extant Data..........................................................................................................................................12
Data from Direct Sources ..............................................................................................................15
I-D: Task Analysis ............................................................................................................................20
Goal 1: Objective 1.1 Topic Analysis.........................................................................................20
Goal 1: Objective 1.2 Procedural Analysis ..............................................................................21
Goal 3: Objectives 3.1 and 3.2 Topic Analysis ......................................................................23
Goal 3: Objectives 3.1 and 3.2 Procedural Analysis ...........................................................25
II-A Formative Evaluation ...........................................................................................................28
Overview...............................................................................................................................................28
Identifying Stakeholders ................................................................................................................28
Variables and Questions of Interest ..........................................................................................28
Target Learners..................................................................................................................................28
Employers ............................................................................................................................................29
Usability Experts ................................................................................................................................29
Subject Matter Experts (SMEs) ...................................................................................................29
Formative Evaluation Protocol .....................................................................................................30
Data Collection and Analysis Protocol .......................................................................................30
II-B Summative Evaluation ........................................................................................................32
Overview...............................................................................................................................................32
Summative Evaluation Part I: Immediate Feedback ..........................................................32
Summative Evaluation Part 2: Follow up Self-Assessment ..............................................33
III-A Learner Analysis ...................................................................................................................35
Overview...............................................................................................................................................35
Learner Factors ..................................................................................................................................35
Assumptions ........................................................................................................................................39
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III-B Contextual Analysis ............................................................................................................40
Overview...............................................................................................................................................40
Assumptions ........................................................................................................................................42
III-C Types of Learning/Experiences/Instruction .......................................................44
III-D Materials for Training Program or Learning System ......................................46
III-E Implementation Plan .........................................................................................................47
References ............................................................................................................................................48
Appendix A: Needs Assessment and Evaluation Materials ......................................50
A.1 Needs Assessment Materials ................................................................................................50
A.1.1 Survey of Target Training Audience ..........................................................................50
A.1.2 Interview Guide for Employers ....................................................................................54
A.2 Instruments for Formative Evaluation ..............................................................................57
A.2.1 Instrument: SME Survey ...............................................................................................58
A.2.2 Instrument: Pilot Survey ...............................................................................................59
A.3 Summative Evaluation Instruments ..................................................................................61
A.3.1. Instrument: Immediate Feedback Quizzes ...........................................................61
A.3.2. Instrument: Follow-Up Self-Assessment................................................................64
Appendix B: Materials, Schedules and Implementation ...........................................73
B.1 Table of Learning Experiences and Instructional Strategies ...................................73
B.2 Materials for Training Program ............................................................................................79
B.3 Implementation Schedule ......................................................................................................89
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I-A: Broad Goals and Big Ideas
The target audience for the training includes recent graduates of
community colleges and/or technical schools who may be inexperienced job-
hunters that lack the skills necessary to convey professionalism during job
interviews. This perceived lack of a professional demeanor can hamper their
efforts to find work, even if they have sufficient education and training to
work in the field in which they seek employment. The profile of the target
audience can include but is not limited to the following types of learners:
disconnected young adults, prisoners preparing for reentry, military spouses,
stay-at-home parents and caregivers, millennials, retirees, veterans, the
disabled, and immigrants. They may also possess developmental skills in
reading, writing, and computer literacy.
Job seekers with strong interview skills are more than just excellent
communicators; they understand the value of practice and preparation.
However, practicing for interviews is not an easy task. For some, it requires
access to interpersonal scenarios and resources that may not be readily
available to the job seeker. Additionally, the ability to interview is a skill that
workers need only intermittently and on-demand, meaning that training
programs involving large amounts of time or located outside a job seeker’s
immediate area may not be utilized. This dearth of resources can result in
candidates under-preparing for opportunities that could have a great impact
on their future.
By offering virtual simulations online, the training needed to practice
and prepare for interviews is available on any device with a browser and a
network connection, day or night. Virtual simulations can prepare job
seekers for an array of interpersonal scenarios within a low-risk context,
introducing them to situations that they would normally face under high
pressure. With short, specific modules, job seekers can choose the
simulations that best fit their needs.
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As mentioned earlier, the target audience may include learners with
developmental reading, writing, and computer skills. In order to minimize
the need for advanced reading/writing skills, the training will focus mainly on
role-play simulations that utilize audio, video, and animations. To facilitate
access for users with limited computer skills, the training modules will be
web-based and accessible without registration to a particular website, as
well as mobile-friendly.
Through the training, the target audience will have the ability to
refresh their current interview skills, learn new ones, compare their results
to those of other learners, and complete self-assessments at their own pace
from any location. Using these web-based practice simulations, the target
audience will gain the professionalism and confidence they need to
successfully step into an increasingly competitive labor market.
Goal #1- Job seekers will identify the hallmarks of interview preparation by
proficient completion of virtual scenarios.
Goal #2: Job seekers will convey a confident, positive, and respectful
attitude during the introduction stage of the interview by proficient
completion of virtual scenarios.
Goal #3: Job seekers will demonstrate preparation and positive body
language during the body of the interview by proficient completion of virtual
scenarios.
Goal #4: Job seekers will convey a confident, positive, and respectful
attitude at the conclusion of the interview by proficient completion of virtual
scenarios.
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I-B: Student Learning Objectives
Domain Coding Key
Domain Knowledge (K) Skills (S) Affective (A)
Bloom’s Coding Key
Bloom Remember Understand Apply Analyze Evaluate Create

Level [R] [U] [APP] [ANZ] [E] [C]
Goal 1 (Preparation)
Job seekers will identify the hallmarks of interview preparation by proficient

completion of virtual scenarios. (S)(K)
Upon completion of the Preparation Simulation(s), to achieve at least an

80% on the module assessment, jobseekers will:
1.1 Identify preparation steps interviewees take before a job interview

(K) [U]
o Identify types of questions asked during interviews
o Identify helpful sources to research the company
o Determine how to align skill-sets with job description qualifications
o Identify interview-appropriate attire options
o Identify appropriate follow-up questions to ask an interviewer
1.2 Complete preparation steps for a given job interview scenario (S)
[APP]
o Outline answers to potential questions for the specific job
description
o Choose sources to research the company presented in the scenario
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o Align their own skill-set with the given qualifications in the
scenario’s job description
o Select an outfit to wear that is appropriate for an interview
o Outline follow-up questions to ask the interviewer in the scenario
Goal 2 (Introduction)
Job seekers will convey a confident, positive, and respectful attitude during
the introduction stage of the interview by proficient completion of virtual
scenarios. (S)(K)
Upon completion of the Introduction Simulation(s), to achieve at least an

80% on the module assessment, job seekers will:
2.1 Explain the elements of a successful introduction to a potential

employer (K) [U]
o Distinguish between items to bring to the interview (e.g.,
notebook, pen, business card) and items to leave behind (e.g.,
MP3 player, backpack, soda, gum)
o Describe an appropriate handshake (firmly and only if hand is
offered)
o Explain when to arrive for an interview
o Describe how body language affects first impression
▪ Maintaining eye contact
▪ Smiling
▪ Listening
▪ Showing enthusiasm
▪ Body posture
2.2 Select appropriate introduction action during an interview scenario
using the simulation avatar (S) [APP]
o Select correct items to bring to interview and leave behind
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o Mute cell phone
o Choose correct time to shake hands during the simulation
o Select the appropriate time to arrive at the interview location
o Exhibit appropriate body language to the interviewer (e.g.,
smile, make eye contact, smile, and show enthusiasm when
meeting the interviewer)
Goal 3 (Interview)
Job seekers will demonstrate preparation and positive body language during
the body of the interview by proficient completion of virtual scenarios.
(S)(K)
Upon completion of the Interview Simulation(s), to achieve at least an

80% on the module assessment job seekers will:
3.1 Describe appropriate interview behaviors (K) [U]

o Be attentive to what the interviewer is saying
o Maintain good posture
o Maintain eye contact
o Respect the interviewer’s space
o Ask questions
o Avoid mumbling
o Think about the answer to the question before speaking
o Avoid using slang and profanity
o Answer questions succinctly
o Avoid interrupting
3.2 Select appropriate interview behaviors during an interview
scenario using simulation avatar. (S) [APP]
o Select appropriate action to maintain attention
o Select correct answers to given interview questions
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o Refrain from putting anything on the interviewer’s desk
o Exhibit appropriate body language postures
o Select appropriate questions to ask interviewers
o Offer interviewer a resume and list of references
Goal 4 (Conclusion)
Job seekers will convey a confident, positive, and respectful attitude at the
conclusion of the interview by proficient completion of virtual scenarios.
(S)(K)(A)
Upon completion of the Conclusion Simulations(s), to achieve at least an

80% on the module assessment, job seekers will:
4.1 Describe how to appropriately exit from the interview (K) [U]
o Thank the interviewer
o Shake hands if offered by the interviewer
o Restate any strengths or experience not emphasized earlier
o Request/Offer business card of interviewer and other appropriate
people (e.g., administrative assistant)
4.2 Explain when to follow-up/send a thank you note to the
interviewer (K) [U]
4.3 Select appropriate interview conclusion behaviors during an
interview scenario using simulation avatar. (S) [APP]
o Select appropriate time to shake interviewer’s hand
o Thank the interviewer
o Offer/Request a business card
o Send thank you note
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I-C: Needs Analysis
Extant Data
The first step in conducting the needs analysis is reviewing the data
related to the training topic that already exists. This can help instructional
designers optimize and streamline the needs analysis process. A thorough
extant data analysis can provide enough insight into the key training needs
to begin working on the next steps in the design process. While this type of
analysis should not be the only data gathered, other types of data collection
can be done concurrently with other steps in the design process to verify
what was determined in the extant data analysis. Completing an extant data
analysis can also reveal to instructional designers what gaps there are in
existing information, which can help inform what other types of direct data
need to be collected to fill those gaps.
Sample
Types of
Data sought Information Rationale
Information
Sources
Felt Needs: Target Actuals Formal research:

Training Audience Optimals “Computerized This research might
Feelings Behavioral Skills give insight into the
Training With implementation of
Selection-Based the online training
Instruction and Lag modules.
Reinforcement
Schedules for
Responses to
Interview Questions”
Felt Needs: Optimals Online training The sources listed

employers/ Causes organizations: provide key aspects
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Sample
Types of
Information
Sources
hiring managers InterivewStream: of the interview

Elevator pitch process and help
guideJob define the steps of
the process. Because
Informal research: the teaching of
Outlook 2016: interview skills is a
Attributes Employers common topic for
Want to See on New advising and career
College Graduates' centers in most
Resumes education centers
(community college,
College/University universities, technical
Resources: training centers,
https://career.misso etc.), these websites
uri.edu/interviews/int might contain
erview-tips common strategies
that could help
https://www.macc.ed streamline the needs
u/job-search-skills analysis process.
https://career.misso
uri.edu/images/pdfs/
handouts/Guide-to-
Interviewing.pdf
uri.edu/interviews/on
line-interviews
uri.edu/interviews/ph
13
Sample
Types of
Information
Sources
one-interviews
Expressed Needs Actuals University Some possible

Optimals resources: sources for collecting
MU Career Center: information
Interview Stream regarding expressed
Interview stream: needs include:
website claims 900+ enrollment rates in
clients--indicates a interview skills
need for interview courses; average
preparation counseling
appointments for job
Job training seekers (job
organizations: placement services,
https://interviewstre career services
am.com/ departments in
MU InterviewStream schools);
account analytics = participation
710 practice numbers in open-
interview recordings source job
within the last 30 preparation courses
days (via MOOCs, etc).;
use of other online
training simulations;
enrollment in job
readiness courses at
schools;
job candidate
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Sample
Types of
Information
Sources
reviews from
employers
Data from Direct Sources
While exploring what information already exists to help define

instructional goals can help streamline the process of instructional design,
collecting data directly from key stakeholders can also provide beneficial
information to define the project. However, it is important to choose
collection instruments that are easily and quickly implemented. For this
reason, it was determined that surveys, focus groups, observations, and
one-on-one interviews would reveal the most valuable insight.
Types of Data sought Rationale Key Types of

Information Stakeholders Procedures
(Instruments)
Felt Needs: Actuals The purpose for survey for

Target Training Optimals collecting target training target training
Audience Feelings information from audience audience
the target
training See Appendix
audience will A.1.1 for the
help confirm survey
some of what instrument
was collected
during the
extant data
15
(Instruments)
analysis. Observations:
Collecting mock interviews
information from at career day
this audience functions at local
will also help to community
determine how colleges or
they approach career training
the interview centers to
process and determine
what actuals
feelings/attitude
s may be driving Tool used for
those particular data
approaches. collection:
Observation
By using a guide
survey, the most
amount of
people can be
reached at the
lowest cost,
respondents
have anonymity,
respondents
have time to
reflect and think
before
answering the
questions, and
the responses
are easier to
16
(Instruments)
score and
analyze.
Focus group
interviews would
also be
beneficial
because they
allow for a quick
collection of
information in a
short amount of
time.
Morrison, Ross,
Kalman, and
Kemp (2013)
state that
observations are
beneficial
because they
“provide
information that
goes beyond
words.” This can
be valuable
information
because “the
training
audience may
have an
17
(Instruments)
inaccurate
perspective of
their needs.”
Thus,
observations can
be used in
combination
with surveys to
determine
whether there
are gaps
between the
perceived
actuals of the
target training
audience
performance.
Felt Needs: Optimals The purpose for hiring

employers/ Causes collecting direct managers; job one-on-one
hiring managers data from this placement interviews
group is to services at
determine what community Tool for data
characteristics colleges/tech collection:
the ideal schools; Interview guide
interviewee workplace
possesses in supervisors See Appendix
order to human resource A.1.2 for the
determine gaps personnel; sample interview
between actuals school guide
18
(Instruments)
and optimals counselors

and to
determine the
causes of the
perceived gaps
from the
perspective of
the employers.
Expressed Actuals The purpose of career Tool for data

Needs Optimals collecting this counselors, collection:
type of data can those who work surveys
give insight into in job placement
how the target services Typology:
training behavior or
audience has knowledge/skills
been acting on , actuals
their perceived
needs. This can
reinforce data
that has been
collected from
the target
audience
regarding their
felt needs.
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I-D: Task Analysis
Goal 1: Objective 1.1 Topic Analysis
Goal 1: Job seekers will identify the hallmarks of interview preparation by

Objective 1.1: Upon completion of the Preparation Simulation(s), job
seekers will identify preparation steps interviewees take before a job
interview.
1.0 To examine ways interviewees prepare for a job interview.

1.1. Identify types of questions asked during interviews
1.1.1.Read and review the list of common questions provided by the
website
1.1.2.List answers that are appropriate according to website
1.1.3.Recognize illegal questions
1.1.4.Identify how to respond to illegal questions
1.1.5.Identify helpful sources to research the company
1.1.5.1. Locate pertinent company data using the internet
1.1.5.2. Recognize how to read a company bio
1.1.5.3. Outline key company components
1.1.5.4. Define the company philosophy
1.1.6.Determine how to align skill-sets with job description
qualifications
1.1.6.1. List personal skills strengths
1.1.6.2. Prioritize personal skills strengths
1.1.6.3. Compare with job description qualifications
1.1.6.4. Link personal and job descriptive skills
1.1.7.Identify interview-appropriate attire options
1.1.7.1. Examine the company website for clues
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1.1.7.2. “Snap shot” the professional attire
1.1.7.3. Select attire similar to professionals on company website
1.1.7.4. Appraise choices based on family and friends feedback
1.1.8.Identify appropriate follow-up questions for interviewer
1.1.8.1. Examine company website for gaps in information
regarding:
o Company stability
o Employee satisfaction and retention
o Family leave policy
o Benefits package
1.1.8.2. Highlight and list key questions
1.1.8.2.1. Prioritize questions and limit to four or five
1.1.9.Verbally practice appropriate questions
Goal 1: Objective 1.2 Procedural Analysis

Objective 1.2: Upon completion of the Preparation Simulation(s),
jobseekers will complete preparation steps for a given job interview
scenario.
1.0 Access the website online

1.1 Open a web browser (Google Chrome or Firefox is recommended)
1.1.1 Type the web address into the web address bar:
www.acetheinterview.us
1.1.2 Go to the website
1.1.3 Click on the link that says “Get Started”
2.0 Access the Preparation module
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2.1 Find the Preparation training path
2.1.1 Locate the square with the pen icon
2.1.2 Click the icon to begin
3.0 Determine preferred training path
3.1 Click on the “Test” link to take the short pre-assessment of
concepts
3.1.1 Read the quiz question
3.1.2 Click the radio button to the choice to select your answer
3.1.3 Click the “submit” button to save and submit your answers
3.1.4 View score
3.2 Click on “Train” to view video lessons
3.2.2 Click on a video link to learn about the concepts
3.2.3 Click the “play” button to watch the video
3.2.4 Click the space outside the video player to close the video
3.3 Participate in the “Preparation” training simulation by clicking

“practice”
3.3.1 Choose an Avatar for the simulation
3.3.2 Choose the job category for the simulation
3.3.3 Click “Begin” to start the simulation
3.4Click “View Company Website” to access simulation website
3.4.1 Navigate through the website by clicking the underlined
links
3.4.2 Determine what information might be pertinent for the
interview
3.4.3 During the research simulation, review key steps in the
company
research process
3.4.4 Click the lightbulb symbols next to underlined links
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3.4.5 Read the reminder points regarding the research process
3.4.6 Click the “Exit” button to return to the simulation
4.0 Take the Quiz
4.1 Click the “Take Preparation Quiz Now” button at the bottom of the
page
4.2 Click the radio button to next to the choice to select your answer
4.3 Click the “Submit” button to save and submit your answers
4.4. Return to the beginning, click on “Access Preparation Module” at
bottom of page
Goal 3: Objectives 3.1 and 3.2 Topic Analysis
Goal 3: Job seekers will demonstrate preparation and positive body

scenarios.
Objective 3.1: Upon completion of the Interview Simulations, job
seekers will identify appropriate interview behaviors.
Objective 3.2: Upon completion of the Interview Simulations, job
seekers will select appropriate interview behaviors during an interview
scenario using simulation avatar.
1.0 Complete a training module on the website “Ace the Interview”

1.1. Be attentive to interviewer
1.1.1.Maintain eye contact
1.1.2.Nod in agreement
1.1.3.Smile/Chuckle when appropriate
1.1.4.Ask questions when appropriate
1.2. Maintain good posture
1.2.1.Sit up straight
1.2.1.1. Not rigid
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1.2.1.2. Relaxed, but not sloppy
1.2.2.Avoid slouching
1.2.2.1. Leaning to one side
1.2.2.2. Resting head in hands
1.2.3.Avoid fidgeting
1.3. Maintain eye contact
1.3.1.Look directly at interviewer
1.3.2.Avoid wandering eyes around the room
1.3.3.Avoid glazed expression
1.3.4.Avoid looking at watch/phone
1.4. Respect the interviewer’s space
1.4.1.Remain within 1 foot of space around chair
1.4.2.Avoid leaning on interviewer’s desk
1.4.3.Avoid touching interviewer’s personal items on desk (e.g.,
pictures, figures, etc.)
1.4.4.Avoid reading interviewer’s computer screen if visible
1.4.5.Do not force a handshake if not offered
1.5. Ask questions
1.5.1.Relevant to conversation
1.5.2.Ask at appropriate time, do not interrupt interviewer
1.5.3.Avoid questions:
o That start with “why?”
o Regarding salary
o Regarding vacation or sick leave
o Regarding teleworking
o Regarding promotion schedules
o Regarding monitoring of social media profiles
1.5.4.Ask appropriate questions:
o Company culture
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o New employee orientation procedures
o What the interviewer likes most about working at the company
o How employees and teams collaborate
o What the interviewer expects from the person seeking the
position
1.6. Articulate when speaking
1.6.1.Avoid mumbling
1.6.2.Think about the answer to the question before speaking
1.6.3.Avoid using slang and profanity
1.6.4.Answer questions succinctly
Goal 3: Objectives 3.1 and 3.2 Procedural Analysis

scenarios.
Objective: 3.1 Upon completion of the Interview Simulations, job

seekers will identify appropriate interview behaviors.
Objective: 3.2 Upon completion of the Interview Simulations, job

seekers will select appropriate interview behaviors during an interview
scenario using simulation avatar.
1.0 Access the website online

1.1 Open a web browser (Google Chrome or Firefox is
recommended)
1.2 Type in www.acetheinterview.us in the browser’s web address
bar
1.3 Go to website
1.4 Click on the “Get started” link
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1.5 You have arrived at the Training Path page
2.0 Access the Main Interview module
2.1 Find the Main Interview training path
2.1.1 Locate the square with the pen icon
2.1.2 Click the icon to begin
3.0 Determine preferred training path by choosing from the following:
3.1 Click on the “Test” link to take the short pre-assessment of
Concepts
3.1.2 Click the radio button next to the choice to select your
answer
3.1.3 Click the “Submit” button to save and submit your answers
3.1.4 View score
3.2 Click on “Train” to interact with video lessons presenting
Concepts
3.2.1 Click on a video link to learn about the concepts involved
with interviewing
3.2.2 Click the “play” button to watch the video
3.2.3 Click the space outside the video player to close the video
3.3 Click on “Practice” to participate in the simulation
3.3.1 Choose an Avatar for the simulation
3.3.2 View the Simulation dialogue
3.3.2.1 Toggle the audio button on to enable the sound
for the dialogue prompts
3.3.2.2 Read or listen to the dialogue prompts
3.3.2.3 Read or listen to the possible responses to the
prompts
3.3.2.4 Click on the chosen response to the prompts
26
3.3.2.5 Read the feedback for the chosen response to
the prompts
3.3.2.6 Click the “Next” button to advance to the next
dialogue prompt
3.3.2.7 View score
3.4 Click on “Assess” to take the module quiz
3.4.2 Click the radio button next to the choice to select your
answer
3.4.3 Click the “Submit” button to save and submit your answers
3.4.4 View score
3.5 Complete the Main Interview training path module is complete
3.5.1 Click “Download Results” to view training path score
3.5.2 Save or print score results
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II-A Formative Evaluation
Overview
The following describes a protocol to assess the learner reaction to the
interview simulation website prototype. The development team decided to
use Kirkpatrick’s New World Model to design formative evaluation
instruments to assess not only learner satisfaction, but also usability,
engagement and relevance. The team has identified stakeholders to survey,
interview and collect feedback throughout the development to improve the
usability and increase the knowledge and skills learners gain from the
instruction.
Identifying Stakeholders
To gain a three hundred sixty-degree feedback snapshot, we intend to
collect data from: a sample of learners from our target population,
employers and/or individuals who have conducted interviews from various
sectors (e.g., academia, government, corporate, etc.), usability experts, and
subject matter experts such as career development professionals from
community colleges.
Variables and Questions of Interest

At this stage of development, we are interested in variables aligned
with Level One of Kirkpatrick’s model. These constructs include: satisfaction
with the learning experience, usability, engagement, motivation, attention,
and relevance. More specifically, we want these questions to be answered by
the following groups:
Target Learners
● Is the website satisfactory?
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○ Did it feel like a learning experience about improving interview
skills?
● Was the website easy to use?
● Is the lesson component of the learning experience engaging?
● Is the simulation component of the learning experience engaging?
● Does the experience motivate the learner to persist through the
simulation?
● Did the lesson keep the students’ attention?
● Did the simulation keep the students’ attention?
● Which elements did not work or did not meet expectations?
● What improvements can be made?
Employers
● Is the content presented in the lesson relevant to your

company/institution’s interview processes?
● Is the simulation component a realistic example of what an
interviewee might experience?
● Which elements did not work or did not meet expectations?
Usability Experts
● Is the website easy to use?

● Does the website satisfy various use cases?
● What elements did not work or did not meet expectations?
Subject Matter Experts (SMEs)
● Is the content presented in the lesson component relevant to current

standards in interview knowledge?
29
● Is the content presented in the simulation component relevant to
current standards in interview skills?
● Is the simulation component realistic to what a target learner might
experience in a real-world interview scenario?
Formative Evaluation Protocol
The formative evaluation protocol will occur in three stages. The first
stage assesses the usability and website structure, the second assesses
content validity, and the third will pilot the website using a sample of
learners from the target population. Although data for all of the key
variables and questions will be collected throughout each stage, it seemed
logical to optimize usability first to ensure users are able to navigate to
website. Once the usability experts have provided feedback and
improvements are made, the team can then proceed with stage two and
collect feedback on the relevance of the content and received feedback from
employers and SMEs. Upon completing two iterations of collecting feedback
and making improvements, the development team is confident the prototype
site will be ready for a pilot test. A detailed step-by-step protocol can be
found below:
Data Collection and Analysis Protocol
1. Stage 1: Usability Test

1.1. Identify 2-3 usability experts
1.2. Provide usability experts with use cases designed by the
development team
1.3. Administer the “Usability Expert Survey”
1.4. Analyze and summarize data
1.5. Use survey findings to make improvements to the prototype
2. Stage 2: Content Validity
30
2.1. Identify 5-10 SMEs from various sectors
2.2. Provide SMEs with the website
2.3. Administer the “SME Survey”
2.4. Analyze and summarize survey data
2.5. Request participants for follow-up interviews
2.6. Conduct interviews with SMEs using “SME Interview Questions”
2.7. Analyze and summarize interview data
2.8. Use survey and interview findings to make improvements to the
prototype
3. Stage 3: Pilot
3.1. Survey Sample
3.1.1. Identify at least twenty individuals from the target learner
population
3.1.2. Provide learners with website and use cases
3.1.3. Administer “Pilot Survey”
3.2. Think-Aloud Sample
3.2.1. Identify 2-3 individuals to participate in think-aloud
session
3.2.2. Administer “Think-Aloud Procedure” with various use cases
3.2.3. Ask students to describe their thought processes while
navigating the site and working through the lessons and
simulations
3.2.4. Record observations from think-aloud session
3.2.5. Conduct follow-up interview with think-aloud participants
using the “Think-Aloud Interview Questions”
3.2.6. Analyze and summarize survey and think-aloud data
3.2.7. Use survey and think-aloud findings to make
improvements to the prototype
See Appendix A.2 for Instruments for Formative Evaluation
31
II-B Summative Evaluation
Overview
The summative evaluation is comprised of two parts. The first consists

of assessing student learning immediately upon completion of a lesson
and/or simulation, and provides the learner with feedback to guide their next
steps (e.g., return to the lesson to review concepts, conduct another
simulation, proceed to the next module, etc.). The second part of the
summative evaluation process assesses the impact of the website on
interview outcomes. The goal of this assessment is to gauge how well the
instruction supported learning upon completion of working through the
lessons and simulations.
Both summative evaluation components are designed to answer key
questions:
• Are the target learners meeting the knowledge-based learning
objectives upon completing the lessons?
• Are the target learners meeting the skills-based learning objectives
upon completing the simulations?
• Do the target learners perceive they are learning knowledge and skills
that will help them perform better during an actual interview?
Summative Evaluation Part I: Immediate Feedback
The website is designed to provide learners with feedback via quizzes

for the lesson component and an analysis of decisions for the simulation
component. The quiz items and decision options are aligned with the student
learning objectives articulated in Section I-B. Learners are provided with
individual feedback in their account dashboard so they are able to track their
performance and review problem areas. The data is provided in aggregate
32
form to the development team so in order to determine if learners overall
are meeting the benchmarks articulated in the learning outcomes.
Lesson assessments are administered immediately upon completion.
They consist of five multiple choice items aligned with the material covered
in just that lesson. The benchmark is 3 out of 5 correct on each quiz to
recommend the learner proceed to a simulation. If a learner achieves a
score of 2 or less, it is recommended they work through the lesson again.
However, the learner has the option to proceed to the simulation if they
wish. An example of a lesson assessment is available in Appendix A.
Simulations are designed to progress based on decisions made by the
learner. The interview scenario is interactive, and the learner is allowed to
choose their avatar’s next action by answering questions about behaviors
covered in the lessons. They are provided immediate feedback as to whether
or not they made the correct decision and are allowed to go back and
change their option. Upon completion of the scenario, the student dashboard
displays the number of correct versus incorrect decisions that were made.
The benchmark is less than 3 incorrect decisions made during the course of
the interview to recommend the learner proceed to the next lesson or finish
the training. If a learner makes 3 or more decision errors, it is recommended
they conduct another simulation in the same module. However, the learner
has the option to proceed to the next lesson or complete the training if they
wish. An example of a simulation decision feedback screenshot is available in
Appendix A.
Summative Evaluation Part 2: Follow up Self-Assessment
The post training survey is administered to learners after a specific

duration of time has passed upon completing the training. When learners
register for their account, they are asked if they have an upcoming interview
and when it is to take place. If a learner indicates a specific date, the survey
33
is administered to them via email approximately one week after their
interview. If the learner does not specify a specific interview date, the post
training survey is administered one month upon completion of all the
training modules on the website. The learners are able to update an
interview date in their dashboard at any time. The survey asks respondents
to reflect on what they learned while completing lessons and simulations,
and determine if what they learned helped them during their interview. The
goal of the survey is to ascertain if learners perceive the material presented
on the website will help them obtain a job.
See Appendix A.3 for the summative evaluation instruments.
34
III-A Learner Analysis
Overview
The Ace the Interview: Interpersonal Skills for Adult Job Seekers on-
demand, web-based training will focus on adult learners in need of interview
training and basic job-seeking skills. The target audience may include the
following types of learners: disconnected young adults, prisoners preparing
for reentry, military spouses, stay-at-home parents and caretakers,
millennials, retirees, veterans, the disabled, and immigrants. They may also
possess developmental skills in reading, writing, and computer literacy. By
analyzing the target training audience through orienting, instructional, and
transfer contexts, we will create appropriate instructional simulation modules
to prepare the job-seeker for the interview process. Data for the learner
analysis will be compiled through surveys, questionnaires, websites and
extant information.
Learner Factors
Orienting Context Questions Data Collection

Method
1. What are the learner demographics of Surveys:

importance, when designing this site? • Career
a. Learner prior knowledge using internet counselors
resources • Human resource
i. Computer support departments
ii. Tutorials
b. Reading level and vocabulary
i. native English speakers
35
Method
ii. non-native English speakers

c. Traditional or non-traditional learners
d. Physical disabilities
i. Closed captioning
ii. Options for seeing impaired
2. Will past negative and positive interview Questionnaire:

experiences impact how learners perceive this Target training
site? audience
3. How are learners motivated to enhance their Survey:

interview process? Target training
a. Extrinsically motivated- Being hired audience
b. Intrinsically- Achieving personal goals
4. What affective domain characteristics guide how Survey:

the learners approach the interview process? Target training
a. Confidence level audience
b. Attitudes toward the interview process
c. Anxiety level
d. Self-concept
5. Do the learners have past experience Questionnaires:

researching an organization and a potential job • Career
position within that organization? counselors
• Job placement
36
Method
services
Instructional Context Questions Data Collection

Method
1. What are the learner preferences when Surveys:

seeking online training for new interviewing • Career Counselors
skills? • Job placement
a. On demand, 24/7 accessibility services
b. Create a permanent user profile
c. Ability to bypass procedural steps
2. What categories of job interview simulations Career.missouri.edu

will the learner require?
a. Healthcare
b. Technology
c. Law enforcement
d. Business
e. Service Industry
f. Media
3. Will the learner expect reinforcing feedback to Survey:

complete the interview simulation process and Target training
if so how? audience
37
Instructional Context Questions Data Collection
Method
a. Formative response
b. Summative response
c. Acquisition of badges for each
d. Scaffolding
Transfer Context Questions Data Collection

Method
1. What is the perceived preparedness of the Survey:

learner for the authentic interviewing process? Target training
a. Completely prepared audience
b. Mostly prepared
c. Slightly prepared
d. Not prepared
2. Is the learner considerably more confident in Survey:

their interviewing skills? • Employers and
hiring managers
• Target audience
3. Can the learner return to the website for Survey:

additional practice scenarios? Target audience
4. Has the learner been hired since completing Survey:

the process? • Human resource
departments
• Target audience
38
5. Will the learner have the opportunity to provide Survey:
feedback regarding the site experience? Target audience
Assumptions
Based on the preceding questions, the following assumptions have been

made with regard to the learners who are utilizing the Ace the Interview:
Interpersonal Skills for Adult Job Seekers web site.
1. The learner is an adult with above average computer and internet
skills and post-high school reading and vocabulary skills.
2. The learner is extrinsically and intrinsically motivated to participate in
the interview simulations.
3. By utilizing the Ace the Interview: Interpersonal Skills for Adult Job
Seekers website, the learner is hoping to achieve more self-
confidence, less anxiety, an improved overall self-concept and an
improved attitude toward the entire interview process.
4. The learner has little to no experience researching potential job
organizations or companies’ websites to prepare for an interview.
5. The learner expects the Ace the Interview: Interpersonal Skills for
Adult Job Seekers web site to provide real-life simulations specific to
their occupation and solid formative, reinforcing feedback throughout
the process.
6. At the completion of the Ace the Interview: Interpersonal Skills for
Adult Job Seekers process, the learner expects to be completely
prepared for an authentic interview, have the ability to return for
additional training, and offer constructive feedback to the builders of
the website.
7. Finally, the learner expects to be hired in a timely manner.
39
III-B Contextual Analysis
Overview
demand, web-based site will include a context design attentive to adult
learners in need of interview training and basic job-seeking skills. This
contextual analysis will be divided and subdivided between orienting,
instructional and transfer contexts, including immediate environment
considerations and organizational considerations. Using an Instructivist
pedagogical approach to support learners with low levels of prior knowledge,
we will create virtual simulation modules to prepare the job-seeker for the
interview process within a low-risk context using any device with a browser
and network connection. Data collection for the contextual analysis will be
compiled through accessibility services, surveys, user testing, budget
analysis, interviews and extant information from the data collected in the
learner analysis.
Orienting Context Data Collection
Immediate Environment Considerations: Data Collection Procedures:

1. Is the virtual learning site accessible? 1. Accessibility Audit
2. Can learners use a variety of devices? Service
3. Can instruction be accessed anytime? 2. Survey (learner)
4. What instructional scaffolds will be 3. User testing
available?
Organizational Considerations: Data Collection Procedures:

1. What will the cost be to implement 1. Budget analysis
40
the site? 2. Needs analysis
2. Is there an instructional need for this 3. Survey (learner)
site? 4. Survey (industry HR
3. What will the cost be to monitor and personnel)
update the site? 5. Interview (workforce
4. Will the learners have sufficient prior boards, career centers)
knowledge to utilize the site?
5. How will career centers, workforce
boards and labor bureaus direct
learners to the site?
Instructional Context Data Collection

1. What type of pedagogical approach 1. Learner analysis
will be used? 2. Survey (learner)
2. Will learners have adequate 3. User testing
prerequisite technology backgrounds
to follow instructions in a timely
manner?
3. Can learners adjust the content
displayed to fit their special needs?

1. Will learners interact thoroughly with 1. User testing
the content of the site? 2. Survey (industry HR
2. Will the content be sufficiently specific personnel)
to apply to learners’ individual 3. Interview (workforce
training needs? boards, career centers)
41
Transfer Context Data Collection

1. Will the site provide applicable 1. User testing
resources needed for immediate 2. Survey (industry HR
employment? personnel)
2. Will the site be easily accessible for
returning spontaneous practice?
3. What forms of encouragement and
feedback will be provided?

1. What is the expected lifespan of the 1. Survey (workforce
site? boards, career centers)
2. Will the learners apply what they’ve 2. Interview (employee)
learned?
3. Will career centers and local
workforce boards provide learners
with additional opportunities for
practice?
Assumptions
Based on the preceding questions, the following assumptions have been

made in regards to the design of the Ace the Interview: Interpersonal Skills
for Adult Job Seekers web site.
1. Learners are expected to be adults with above average computer and

internet skills and post high school reading and vocabulary skills, and
42
are extrinsically and intrinsically motivated to participate in the
interview simulations.
2. Familiarity with accessing and navigating a website is assumed, as well
as the ability to complete online quizzes and questionnaires.
3. It is also assumed that learners have access to the Internet and that
their devices have a web browser installed that is compatible with the
website.
4. It is assumed that when engaged with the website, learners are
situated in a quiet place free from distractions.
5. It is assumed that learners are using a mobile device or a computer
and they have access to a strong Internet connection.
6. It is assumed that learners have adequate light conditions and a
screen size that allows them to easily read the site content, and that
they have headphones or earbuds that allow them to hear the audio
narration if they choose to activate it.
43
III-C Types of Learning/Experiences/Instruction
The learning experiences are comprised of instruction using video and
first-person role-play simulations. The initial content presentation is done in
the form of micro-lessons in lecture format, sample interview scenarios, and
first-person point-of-view simulations. Scaffolding takes place through
mainly generative strategies: the eLearning sessions are learner-directed so
students have the freedom to determine their own training path depending
on their prior knowledge and experience with the individual topics.
Instructional sessions can take place on mobile and desktop devices with
internet capabilities.
The online delivery format allows for individualized, on-demand

training. While the learning can be self-paced, the audience also has the
option of following a suggested pre-determined learning path. In order to
support those learners with low prior knowledge, the training modules
provide prompts to encourage learners to reflect on what they know, don’t
know, and need to know; they will also be provided guidance on accessing
the content with short user tutorials.
The main types of interaction are learner-to-content and learner-to-

self, and the course takes an Instructivist approach to teaching the content.
The eLearning modules will also include some of Marzano’s nine categories
of effective teaching strategies: identifying similarities and differences by
comparing/contrasting interview performances in sample interviews;
reinforcement and recognition by encouraging learners to earn badges for
meeting performance goals; using non-linguistic representations by including
video simulations to demonstrate positive body language; encouraging
learners to generate and test hypothesis by asking learners to watch sample
interviews and determine if the applicant was hired based on the interview
performance.
44
See Appendix B.1 for the Table of Learning Experiences and Instructional
Strategies
45
III-D Materials for Training Program or Learning
System
Sample materials have been created and provided for the following modules
of the training website “Ace the Interview”:
• Interview Preparation
• Main Interview
These modules address Goal 1 and Goal 3 and their underlying objectives
of the training program. The modules contain videos and multimedia,
interactive activities, and assessments measuring pre- and post-training
competence. Learners can download their detailed score results after taking
each module’s final assessment. Score results are broken down and scored
by each topic’s learning outcomes, highlighting learners’ strengths and
weaknesses in topic areas.
The training is self-paced, and progress meters track learners’
progress through the activities. The site is ungated, and learners can choose
their entry into the material. For instance, if learners want to access the
content of the micro-lessons first, then they can skip to the Training section.
If learners want to first explore the simulated environments, then they are
free to enter the Practice section.
See Appendix B.2 for samples of materials for instruction.
Visit the functional prototype here:

https://invis.io/C3B4IF4R9#/226887965_Home_Page
46
III-E Implementation Plan
demand, web-based site is designed for adult learners seeking interview
training and basic job-seeking skills. The virtual learning site may be
accessed from any computer or device with a browser and internet
connection. Learners may gain access to the mobile friendly site from any
location, at any time; day or night. The self-paced eLearning sessions utilize
audio and animations to provide virtual simulations of preparation, training,
practice and assessment. The site offers micro-lessons of first-person role-
play simulations and suggested learning paths for specific training modules.
Funding for the Ace the Interview: Interpersonal Skills for Adult Job
Seekers website is provided by the nonprofit company, Hire Me, which
provides outreach and supports economic opportunities for nontraditional
students.
The implementation schedule can be found in Appendix B.3.
47
References
Educational Technology Research and Development. June 1997, Volume 45,
Issue 2, pp 85-115
Gordiyenko, S. (2015, December 14). Website development process: full
guide in 7 steps [Web log post]. Retrieved from
https://xbsoftware.com/blog/website-development-process-full-guide/
InterviewStream. (2014). [Elevator Pitch Guide: Tips & Info for perfecting
the key ingredient to job search success] [Infographic]. Retrieved from
https://interviewstream.com/wpcontent/uploads/2016/05/Elevator-
Pitch-Infographic.jpg
Larson, M. & Lockee, B. (2014). Streamlined ID: A Practical Guide to
Instructional Design. New York: Routledge. ISBN#: 9780415505185
Moberly Area Community College ( 2016). Job search skills. Retrieved from
https://www.macc.edu/job-search-skills
Morrison, G., Ross, S., Kalman, H. & Kemp, J. (2013). Designing Effective
Instruction, 7th Edition. New York: John Wiley. ISBN#: 281000014387
National Association of Colleges and Employers (NACE, 2016). Job outlook
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development/trends-and-predictions/job-outlook2016attributes-
employers-want-to-see-on-new-college-graduates-resumes/
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Practice, 17(1), 42-54. doi:10.1037/bar0000043
Rossett, A. (1987). Training Needs Assessment. Englewood Cliffs, NJ:
Educational Technology Publications.
U.S. Department of Labor. (2017). Careeronestop. Retreived from
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https://www.careeronestop.org/JobSearch/Interview/interview-
tips.aspx
University of Missouri Career Center (2013). Market yourself to employers.
Retrieved from https://career.missouri.edu/interviews/interview-tips
University of Missouri Career Center. (2017). Guide to interviewing.
Retrieved from
https://career.missouri.edu/images/pdfs/handouts/Guide-to-
Interviewing.pdf
University of Missouri Career Center (2013). Market yourself to employers-
online interviews. Retrieved from
https://career.missouri.edu/interviews/online-interviews
University Of Missouri Career Center. (2013) Market yourself to employers-
phone interviews. Retrieved from
https://career.missouri.edu/interviews/phone-interviews
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from https://career.missouri.edu/interviews/interviewstream
49
Appendix A: Needs Assessment and Evaluation Materials
A.1 Needs Assessment Materials
A.1.1 Survey of Target Training Audience

Rationale for Survey Item Design
Part 1
• Data sought: actuals (stage 1: preparation)
• Typology: behavior or knowledge/skills
Part 2
• Data sought: feelings (stage 3: interview body)
• Typology: attitudes/feelings or beliefs
Part 3
• Data sought: optimals and actuals (stage 2: introductions and stage
4: conclusions)
• Typology: attitudes and beliefs
Part 4
• Data sought: causes
• Typology: attitudes/feelings or beliefs
Part 1
Directions: For each of the statements below, indicate the frequency with
which you perform the described tasks.
1. Before a job interview, I research the organization with which I am

interviewing.
often sometimes rarely never
2. Before a job interview, I research the position for which I am
interviewing.
50
3. Before a job interview, I prepare by a brief “elevator speech” to provide
an overview of my background, experiences, and goals.
4. Before a job interview, I prepare a list of questions to ask the employer
about the organization and the job during the interview.
5. On the day of the job interview, I allow extra time to carefully plan my
attire and make sure I present a professional appearance.
6. Before a job interview, I cover my tattoos and remove jewelry from facial
piercings in order to appear more professional.
Part 2
Directions: For each of the statements below, indicate the extent to which
you agree or disagree.
1. During a job interview, it is important to pay attention to the employer’s

body language and facial expressions.
strongly agree agree somewhat disagree strongly
disagree
2. During a job interview, I have trouble articulating my ideas when I am

asked a question.
disagree
51
3. During a job interview, I am afraid to ask questions for clarification or to
indicate that I don’t know the answer to a question.
disagree
4. During a job interview, it is difficult for me to determine which topics are

inappropriate to discuss with the employer.
disagree
Part 3
Indicate the level of Indicate your level of
importance related confidence in your
to helping ability to perform the
Interview Behavior applicants having a task.
successful job
interview. 1 = not confident
5 = very confident
1 = not important
5 = very important
Demonstrate energy and confidence at 1 2 3 4 5 1 2 3 4 5

the beginning of an interview by
shaking hands firmly and projecting
energy and enthusiasm.
Engaging in small talk at the beginning 1 2 3 4 5 1 2 3 4 5

of an interview while avoiding
discussion of overly personal topics.
52
Indicate the level of Indicate your level of
importance related confidence in your
to helping ability to perform the
Interview Behavior applicants having a task.
successful job
interview. 1 = not confident
5 = very confident
1 = not important
5 = very important
Giving a clear “elevator speech” at the 1 2 3 4 5 1 2 3 4 5

beginning of the interview that clearly
articulates your goals and personality.
Giving a strong closing statement at 1 2 3 4 5 1 2 3 4 5

the end of the interview that restates
your strengths and firmly shows why
the applicant should be hired.
Following up with the employer 1 2 3 4 5 1 2 3 4 5

regarding next steps of the hiring
process.
Part 4
Directions: Below are some possible reasons why an applicant may not have
a successful job interview experience. Rank each item on a scale of 1 (most
important) to 5 (least important) possible reasons why a job applicant may
not successfully pass beyond the first round interview stage.
________I don’t feel that I have enough preparation time before the
job interview to fully research the company and job position.
53
________I feel that I don’t have enough training from outside
regarding job interview training.
________I feel that practicing and planning for a job interview

requires too much extra planning time.
________I would be more willing to actively improve my job interview

skills if I had better access to more training materials and resources.
________ Job interview skills are not something a person can practice
beforehand; it is simply a skill that some people either have or don’t
have.
A.1.2 Interview Guide for Employers

Data Sought
• Determining actuals: how interviewees are and are not performing

• Determining optimals: what employers think ought to be happening
during the interview process
• Finding solutions: solicit ideas from employers regarding options for
how to solve the problem
Goals of the meeting
• To define the gaps in knowledge and performance that result in

lackluster interview skills in job seekers
• To find out if similar gaps exist across career fields and regions
• To solicit help in determining key content to include in interview
training modules to help bridge the gap in knowledge and performance
About the interviewer
54
Funding for the Ace the Interview: Interpersonal Skills for Adult Job Seekers
web site is provided by the nonprofit company, Hire Me, which provides
outreach and supports economic opportunities for nontraditional students.
The intent of this project is to create free, web-based eLearning modules

that include interview simulations to assist potential job seekers to improve
their interview skills. The broad goals of our training include helping job
seekers to:
• identify the hallmarks of interview preparation;

• convey a confident, positive, and respectful attitude during the
introduction stage of the interview;
• demonstrate preparation and positive body language during the body
of the interview;
• convey a confident, positive, and respectful attitude at the conclusion
of the interview.
Interview questions
Purposes Prompts Responses
Actual 1. In your opinion, in which of the

performance following areas do interviewees
problems have the most trouble:
preparing background
knowledge about the company,
non-verbal behavior during the
interview, lack of formality,
inability articulating experience
and motivations, asking
relevant questions during the
55
interview
2. Follow up to #1: Can you give
some specific details or
examples that help
demonstrate your choice?
3. Can you provide any other
areas not mentioned in the first
question where interviewees
struggle during job interviews?
4. Describe the behavior (verbal
and non-verbal) of a typical
interviewee in your field of
work.
1. Describe the ideal
characteristics of a successful
Optimal job interview of a potential
performance employee.
2. Follow up to question #1you’re
your opinion, which of these
characteristics matter most to
employers during the job
interview process? Why?
3. What is the relationship
between the ideal
characteristics mentioned
above and future job
performance of potential
employees?
56
1. In your opinion, what can job
Solutions to the interviewees do to better
problem prepare themselves for the job
interview process?
2. What specific skills should
interviewees focus their
training efforts on?
3. What specific behaviors should
interviewees practice to
improve their job interview
performance?
Conclusion of interview
• Ask for questions/comments

• Summarize the ideas and contributions of the respondent
• Explain to the respondent how his/her contributions will contribute to
the creation of the training content
• Thank the respondent for his/her time
A.2 Instruments for Formative Evaluation
Variables of Interest Key:
Usability [U]
Engagement /Attention [E]
Relevance [R]
Satisfaction [S]
Motivation [M]
57
A.2.1 Instrument: SME Survey
Sample: Subject Matter Experts (SMEs)
Stage 2: Content Validity
Scale overview:
• 11-item survey
⁃ 7 Likert-scale items with open response supplemental questions
⁃ 4 open response items
(Likert)
On a scale of 1 to 4, please rate your level of agreement with the following

statements and provide an explanation for your rating in the text box
below each question.
• The content covered in the lesson component is relevant to current

standards in interview knowledge [R]
⁃ Please explain
• The skills covered in the simulation component are relevant to current
standards in interview skills [R]
⁃ Please explain
• The simulation was realistic to what an interviewee may experience
[R]
⁃ Please explain
• The simulation is a useful tool for novice interviewees to learn how to
conduct themselves properly in an interview scenario [R]
⁃ Please explain
• The types of questions asked during the simulation were consistent
with questions that are typically asked during job interviews [R]
⁃ Please explain
• The simulation is generalizable to job positions across multiple sectors
(e.g., government, corporate, academic, etc.) [R]
58
⁃ Please explain
• The content is relevant to learners with varying interview skill levels
[R]
⁃ Please explain
(Open-ended)
• Do you have suggestions for additional content you would like to

communicate to the development team? [R]
• Were there any glaring problems with any of the content presented in
either the lesson or simulation component you would like to see
addressed? [R]
• What other improvements do you believe would be beneficial to the
website? [R]
• Do you have any additional questions or comments?
A.2.2 Instrument: Pilot Survey

Sample: Target Learners
Stage 3: Pilot
Scale overview:
• 15-item survey
⁃ 14 Likert-scale items with open response supplemental questions
⁃ 1 open response item
(Likert)
On a scale of 1 to 4, please rate your level of agreement with the following

statements and provide an explanation for your rating
• The website is user-friendly [U]

⁃ Please explain
59
• I was able to navigate the menu without difficulty [U]
⁃ Please explain
• The website layout was confusing [U] (reverse code)
⁃ Please explain
• I was able to complete the use cases provided to me in the
instructions [U]
⁃ Please explain
• The material covered in the lesson portion was engaging [E]
⁃ Please explain
• The simulation portion was engaging [E]
⁃ Please explain
• I found it difficult to pay attention during the lesson [E]
⁃ Please explain
• I found it difficult to pay attention during the simulation [E]
⁃ Please explain
• I was motivated to persist through the lesson and simulation [M]
⁃ Please explain
• I am motivated to return to the website to learn about a different part
of the interview process [M]
⁃ Please explain
• I am satisfied with the website overall [S]
⁃ Please explain
• I am satisfied with my learning experience [S]
⁃ Please explain
• I am satisfied with the breadth of content covered [S]
⁃ Please explain
• I wish there were more content included [S]
⁃ Please explain
(Open-ended)
60
• Please provide any additional questions or comments you have about
the website’s usability, content, or your learning experience.
A.3 Summative Evaluation Instruments
A.3.1. Instrument: Immediate Feedback Quizzes

Sample of Knowledge-Based Items (aligned with knowledge objectives)
(Preparation Module)
61
(Main Interview Module)
Sample of Skills-Based Item (aligned with skills objectives)
62
Example of a Dashboard (provides immediate feedback to learner)
63
A.3.2. Instrument: Follow-Up Self-Assessment
Q1 Please rate your level of agreement with the following statements.
Upon completing the Interview Preparation Simulation, I am able to...
Strongly Disagree Somewhat Somewhat Agree Strongly

Disagree disagree agree agree
Identify
types of
questions I
might be      
asked
during an
interview
Identify
helpful
sources to
research a      
company
prior to an
interview
Determine
how my
skill-set
     
aligns with a
job
description
Choose an
     
outfit that
64
would be
appropriate
for an
interview
Identify
appropriate
questions to      
ask an
interviewer
65
Upon completing the Interview Introduction Simulation, I am able to...

Describe
appropriate
     
interview
behaviors
Provide a
well-thought
out answer to
     
a question an
employer
asks
Describe
appropriate
and
inappropriate      
body
language
postures
Describe what
to do and
what not to
do when
     
conversing
with a
potential
employer
66
Upon completing the Main Interview Simulation, I am able to...

Distinguish
between
items I
should bring
to an      
interview
and items I
should leave
behind
Describe
how to give
an
appropriate
     
handshake
to a
potential
employer
Determine
when I
should arrive      
for an
interview
Describe      
67
how my
body
language
may affect
an
employer's
first
impression
of me
68
Upon completing the Conclusion Interview Simulation, I am able to...

Describe how
to thank an      
interviewer
Explain the
appropriate
circumstances
     
to shake the
employer's
hand
Explain how
to summarize
my strengths
and how I fit
     
a position if I
had not done
so earlier in
the interview
Describe
when it is
appropriate to      
offer a
business card
Describe
when to send      
a thank you
69
note to the
employer
70
Q5 Please rate your level of confidence with conducting the following
actions. Upon completing all the Ace the Interview Website Simulations, I
am able to...
Not at all Somewhat Confident Very

confident Confident Confident
Write a list of questions I

might be asked prior to an    
interview
Choose sources that will help

me learn about a company    
prior to an interview
Determine how my skill-set

matches up with qualifications
   
outlined in a given position
description
Purchase or select an outfit

from my closet that is    
appropriate for an interview
Maintain eye contact with an

   
interviewer
Maintain good posture during

   
an interview
Respect the interviewer's

space by refraining from    
putting my items on their desk
Ask questions at the

   
appropriate time
71
Avoid mumbling    
Avoid using slang or profanity    
Avoid interrupting my
   
interviewer
Offer my interviewer a list of

   
references or my resume
Engage in a proper handshake

   
with an interviewer
Offer my business card to my

interviewer and/or their    
administrative assistant
Send a thank you note in a

   
timely manner
72
Appendix B: Materials, Schedules and Implementation
B.1 Table of Learning Experiences and Instructional Strategies
Behavior Type of Learning Instructional Interaction

Learning (Domain and Strategy
Objectives Bloom’s level)
ARCS Participate directly in the first person Attention:
Motivational simulation experience as a type of participation
Strategies self-diagnostic; “test” out of some Relevance:
instruction; determine areas for experience,
remediation future
usefulness,
Learners follow training progression choice
path or self-select topics and training Confidence: self-
experiences confidence
Satisfaction:
natural
consequences,
positive
outcomes
1.1 Upon knowledge, lecture, present, learner-to-
completion of demonstrate, content:
the preparation understand: tutorials and micro-lessons
simulation(s), identify key steps how-tos, provide a variety
jobseekers will in job preparation questions, of examples and
identify process summarizing help manage
73
preparation cognitive load;
steps offer incremental
interviewees and chunked
take before a job learning; provide
interview non-linguistic
representations
1.2 Upon skills; self-assessment, learner-to-
completion of self-checks and self/content:
the Preparation application: apply retests; transfer provide choices
simulation(s), strategies from knowledge; of authentic and
jobseekers will micro-lessons by participate in relevant
complete preparing for first person POV experiences with
preparation sample interview, simulations scaffolding
steps for a given demonstrate
job interview ability to apply
scenario strategies during a
simulation
evaluation: self-
assess
performance of past
experiences with
interview
preparation
analysis:
compare/contrast
past experience
with preparation
74
with suggestions in
micro-lessons
Goal 2: Job seekers will convey a confident, positive, and respectful attitude
during the introduction stage of the interview by proficient completion of
virtual scenarios.
Learning (domain and Strategy
2.1 Upon knowledge; learner-to-
completion of lecture, present, content:
the Introduction understand: demonstrate, micro-lessons
Simulation(s), identify key tutorials and provide a variety
job seekers will components of an how-tos, of examples and
explain the introduction; questions, help manage
elements of a summarizing, cognitive load;
successful analysis: similarities and offer incremental
introduction to a compare/contrast differences and chunked
potential sample interviews learning; provide
employer in videos to non-linguistic
discover desired representations
outcomes
2.2 Upon skills; learner-to-
completion of authentic self/content:
the Introduction application: apply problem provide choices
Simulation(s), strategies from scenarios, of authentic and
job seekers will micro-lessons to simulations, relevant
select interview scenarios transfer tasks; experiences with
appropriate self-assessment, scaffolding
75
introduction evaluation: self- self-checks and
action during an assess retests
interview performance in
scenario using simulation using a
the simulation ranking scale
avatar among interview
component skills

scenarios.
Learning (Domain and Strategy
3.1 Upon knowledge; demonstration, learner-to-
completion of simulations content
the Interview comprehension:
Simulation(s), review instant
job seekers will replays of interview
describe non-examples;
appropriate classify behaviors
interview as appropriate or
behaviors inappropriate
analysis:
analyze the
interactions in non-
examples; select
76
new appropriate
behavior in non-
examples that will
result in the desired
outcome
3.2 Upon skills, learner-to-

completion of authentic content/self
the Interview application: problem
simulation(s), participate in 3rd scenarios,
job seekers will person mini-role simulations,
select play situation, transfer tasks;
appropriate choose the best self-assessment,
interview course of action to self-checks and
behaviors during finish the retests
an interview interaction in an
scenario using appropriate way
simulation
avatar. evaluation: self-
assess
performance in
simulation using a
ranking scale
among interview
component skills
Goal 4: Job seekers will convey a confident, positive, and respectful attitude
at the conclusion of the interview by proficient completion of virtual
77
scenarios.
Learning (domain and Strategy
4.1 Upon knowledge, lecture, learner-to-
completion of presentation, content
the conclusion understand: demonstration,
simulations(s), identify from a list simulations
job seekers will the steps in
describe how to concluding an
appropriately interview
exit from the
interview
4.2 Upon knowledge, lecture, learner-to-
completion of presentation, content
the conclusion understand: demonstration,
simulations(s), identify situations simulations
job seekers will in which it is
explain when to appropriate to send
follow-up/send a a follow-up
thank you note
to the
interviewer
4.3 Upon skills, learner-to-
completion of authentic content/self
the conclusion application problem
simulations(s), participate in 3rd scenarios,
job seekers will person mini-role simulations,
select play situation, transfer tasks;
78
appropriate choose the best self-assessment,
interview course of action to self-checks and
conclusion finish the retests
behaviors during interaction in an
an interview appropriate way
scenario using
simulation evaluation: self-
avatar. assess
performance in
simulation using a
ranking scale
among interview
component skills
B.2 Materials for Training Program
Included in this section are samples of each type of activity from the website
“Ace the Interview.”
View the fully functional prototype here:

https://projects.invisionapp.com/share/C3B4IF4R9#/226887965_Home_Pag
e
79
Ace the Interview home page:
Choose a Training Path page with progress meter:
80
Preparation Module training path page:
Preparation Module - Test path – quiz question:
81
Preparation Module - Test path – quiz results:
Preparation Module - Train path:
82
Preparation Module – Train path - training video:
Preparation Module - Practice path - avatars, activities, and website

research simulation:
83
84
Main Interview – Practice path – simulation sample:
Preparation Module - Assess track – quiz question:
85
Preparation Module – Assess track – quiz results:
Preparation Module – training path with completed progress meter:
86
Preparation Module – Downloaded score sheet for the Preparation
training path:
Your Complete Results for the Interview Preparation
Test Train Practice Assess
Your Scores –Interview Preparation
Topic/Subtopic Score %
Identify types of questions asked during interviews 100
Read and review the list of common questions provided

by the website
List answers that are appropriate according to website
Recognize illegal questions
Identify how to respond to illegal questions
Identify helpful sources to research the company 100
Locate pertinent company data using the internet
Recognize how to read a company bio
Outline key company components
Define the company philosophy
87
Determine how to align skill-sets with job description 100
qualifications
List personal skills strengths
Prioritize personal skills strengths
Compare with job description qualifications
Link personal and job descriptive skills
Identify interview-appropriate attire options 100
Examine the company website for clues
“Snap shot” the professional attire
Select attire similar to professionals on company

website
Appraise choices based on family and friends feedback
Identify appropriate follow-up questions for interviewer 100
Examine company website for gaps in information

regarding:
Company stability
Employee satisfaction and retention
Family leave policy
Benefits package
Highlight and list key questions
Prioritize questions and limit to four or five
88
Verbally practice appropriate questions
B.3 Implementation Schedule
Implementation Schedule
May 5, 2017 Present project plan to manager and director of outreach

for approval and budget allotment (1 week)
May 12, Conduct needs assessment, task analysis, learner analysis,

2017 and contextual analysis (2-4 weeks)
June 5, 2017 Develop wireframe and sitemap in collaboration with web

developer (4-6 weeks)
July 17, 2017 Send wireframe to web developer for design and
development. Colors, fonts, logos are selected and added.
Evaluate and review each cycle of revision until
satisfactory--present final draft to manager and director for
review and approval. Meanwhile, write content and produce
multimedia elements. (4-12 weeks)
October 9, Provide web developer with content ready to migrate. Web

2017 developer begins coding the website. Integrate SEO titles,
descriptions, and keywords. Collaborate with public
relations department to draft press releases and
announcements to workforce partners. (6-10 weeks)
November Perform tech review: test website in every browser and

18, 2017 various mobile devices, run through compatibility checker
89
and accessibility audit service. Test every link and run a
spell-check or send to a proofer. Update public relations
department with details of launch date. (1-2 weeks)
December 4, Web developer uploads website materials to server. Present

2017 final draft of website to manager and director to receive
sign-off. (1 week)
December Conduct user testing and formative evaluations. (1-3

11, 2017 weeks)
January 2, Analyze user testing data and make necessary updates.

2018 Update public relations department with details of imminent
launch date. (2-4 weeks)
February 1, Launch website.

2018
February 2 - Conduct summative evaluations (surveys, interviews) and

August 2, gather user feedback. Monitor and maintain website.
2018 Collaborate with public relations to bring on more partners
(workforce boards, career centers, community colleges and
trade schools) to disseminate information about the site
and provide access. (6 months-ongoing)
90

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Ace the Interview Training Website

Instructional Systems Design

Devon • Team leader

Katie McClintic • Main contributor to Broad Goals and Big Ideas

Nancy • Main contributor to Broad Goals and Big Ideas

Emily Mayer • Main contributor to Broad Goals and Big Ideas

Main Contributor Position Description

Supporting Contributor Position Description

Domain Coding Key

Domain Knowledge (K) Skills (S) Affective (A)

Bloom’s Coding Key

Bloom Remember Understand Apply Analyze Evaluate Create

Job seekers will identify the hallmarks of interview preparation by proficient

Upon completion of the Preparation Simulation(s), to achieve at least an

1.1 Identify preparation steps interviewees take before a job interview

Upon completion of the Introduction Simulation(s), to achieve at least an

2.1 Explain the elements of a successful introduction to a potential

Upon completion of the Interview Simulation(s), to achieve at least an

3.1 Describe appropriate interview behaviors (K) [U]

Upon completion of the Conclusion Simulations(s), to achieve at least an

Felt Needs: Target Actuals Formal research:

Felt Needs: Optimals Online training The sources listed

hiring managers InterivewStream: of the interview

Expressed Needs Actuals University Some possible

Data from Direct Sources

While exploring what information already exists to help define

Types of Data sought Rationale Key Types of

Felt Needs: Actuals The purpose for survey for

Felt Needs: Optimals The purpose for hiring

and optimals counselors

Expressed Actuals The purpose of career Tool for data

Goal 1: Objective 1.1 Topic Analysis

Goal 1: Job seekers will identify the hallmarks of interview preparation by

1.0 To examine ways interviewees prepare for a job interview.

Goal 1: Objective 1.2 Procedural Analysis

Goal 1: Job seekers will identify the hallmarks of interview preparation by

1.0 Access the website online

3.3 Participate in the “Preparation” training simulation by clicking

Goal 3: Objectives 3.1 and 3.2 Topic Analysis

Goal 3: Job seekers will demonstrate preparation and positive body

1.0 Complete a training module on the website “Ace the Interview”

Goal 3: Objectives 3.1 and 3.2 Procedural Analysis

Goal 3: Job seekers will demonstrate preparation and positive body

Objective: 3.1 Upon completion of the Interview Simulations, job

Objective: 3.2 Upon completion of the Interview Simulations, job

1.0 Access the website online

Variables and Questions of Interest

● Is the website satisfactory?

● Is the content presented in the lesson relevant to your

● Is the website easy to use?

Subject Matter Experts (SMEs)

● Is the content presented in the lesson component relevant to current

Formative Evaluation Protocol

Data Collection and Analysis Protocol

1. Stage 1: Usability Test

The summative evaluation is comprised of two parts. The first consists

Summative Evaluation Part I: Immediate Feedback

The website is designed to provide learners with feedback via quizzes

Summative Evaluation Part 2: Follow up Self-Assessment