JOB INTERVIEW CARD GAME

ADVICE FOR FACILITATORS

Tips and tricks:

It is best to have at least 3-4 players but no more than 6 because a smaller number of players would reduce interaction and feedback and alter the educational outcome of the game; a larger number could reduce the number of rounds. If a larger group must be involved, you can easily organize them in teams. The game could be played either way.

Keep a balance between learning and competition. The game is about learning but sometimes a competitive behaviour is part of the learning process. It is OK if you badly want to win but is also OK not to care about winning the game. We all learn in different ways.

The game can be repeated in private by one or more players because the answers may differ each time and every person would have a different approach to the tasks enumerated by the cards. Also, the element of surprise (you don’t know what card you’ll draw) and the element of feedback (the other would evaluate your answer) simulate job interview situations and may help you get in the right mood for it.

BUT HOW DO WE KNOW THE CORRECT ANSWERS?

It depends on how far can you go in discussing these matters, for example if you attended a course of career counselling or not. Basically, the answers depend on the knowledge and experience of the participants. Still, in order to have a general framework for evaluation, you may wish to consider whether or not the answer complies to the conditions below:

Is the answer relevant (does it address the question or task directly)?
Was the answer complete (or almost complete) or was it „half-answer”?
Is the formulation logic and coherent?
Did it really reflect the education and background of the responder?
Does the answer rely on argumentation instead of personal preference?
Is the answer calibrated in speech and content to the potential listener?

Tips for the facilitator. Criteria and recommendations for evaluating answers

Age Specificity. According to the average age of the target group, the answers may differ in both content and formulation. Be aware that younger participants may not be able to master specific concepts very well in which case you should determine whether or not the pattern of thought is correct (was the participant thinking in the right direction?). Older participants should be able – and encouraged to – master specific concepts very well.

Previous Education. When formulating their answers, participants would naturally refer to their previous knowledge in the field. The evaluation of an answer must be determined in reference to the guidance or counselling they may have received or not (did they follow a course on career counselling or not? If so, what was its content? You may refer to the present Program for orientation).

Creativity & Knowledge. The formulation of an answer should reflect a combination of knowledge (writing a CV, for example) and the interpretation and creativity of each participant. Knowledge goes through the filter of one’s personality and answers reflect how a subject processed the information. This is especially important when it comes to the Challenge cards.

Helping Questions. Remember that this is not a job interview in itself but merely an exercise. A participant may have difficulties in finding his/her words or may experience inhibition. You can assist the participant with helping questions in order to make sure that he/she knows the answer or not. If a participant knows the answer but cannot formulate it correctly and later you discard his/her answer because of the inability to find the right words, it may be very discouraging. Helping questions may also guide the participant in the future, especially when formulating answers in a real job interview.

Explanation. Every time you determine an answer to be wrong, make sure you provide sufficient explanation about the reasons you decided that so that the participant would learn from the mistake (as well as the other participants). Also, when an answer is correct, also explain why it is so and feel free to add more examples so that the participants would actually learn more during the game. You can do that colloquially, as between friends, avoiding a lecturing tone which may deter participants from answering for fear of being wrong. It is useful to invoke mistakes you did yourself in the past (real or imaginary) that were similar to the mistake you corrected. It may encourage the participants to relate to you.

Equal measure. The learning outcome of the game depends on your own abilities to manage the group with impartiality and equidistance. Make sure you apply the same standard to all participants. For example, if you determine as correct an answer that was partially correct only for the sake of encouraging the participants, you should do the same for all participants. It is not recommended to say: „because Andrew answered first, we will accept this answer as it is, but only this time…” This creates an unfair advantage for that participant which most of the others would resent (competitivity is a natural feature of human character and should be accepted if not encouraged).

Debriefing after the game .At the end of the game, dedicate time to a short debriefing with all participants. Encourage them to reflect on the interview questions they answered and to share what felt easy, what was challenging, and what surprised them. Highlight the most common strengths demonstrated during the game and discuss strategies for improving weaker areas. Emphasize that mistakes are part of the learning process and show how the insights gained can be applied in real job interviews. Invite participants to exchange tips and impressions, creating a peer-learning moment that makes the experience more memorable.You can also discuss possible answers for some of the questions.

For further information, please refer to the methodological Guidance for Youth Workers.

PRACTICAL EXAMPLES

Challenge Cards. „You feel your responsibilities have increased and want to ask for a higher salary. How do you approach the conversation?”

Some participants may approach the topic straight-forwardly in an apparent aggressive manner. Some may be hesitant and have difficulties finding the right words. Some may invoke arguments such as inflation and cost of living or seniority in the company.

Both timidity and boldness are acceptable because they are features of personality. However, you may wish to transmit the view that salaries are the result and measure of work. Therefore, the participant should first explain how his work is better than before, how it progressed (from the time the salary was first determined), how the quality of his/her output improved. Enumerating the arguments offers solidity and consistency to the approach. This may help as a learning outcome of the game (for real life situations) so try to evaluate the answers in this spirit.

Skills Cards. „Sell this item! Pick a random object around you (pen, cup, notebook etc) and sell it like it’s a life-changing innovation.”

The participants requested to complete this task would most likely engage directly in discourse, trying to convince the imaginary customer. Be aware that, due to social and professional inexperience, the discourse may not be very coherent. However, for the purpose of the learning outcome, you should focus on a few elements that are fundamental: how the qualities of the product are emphasized as new and innovative, how its utility to the customer is described, how it addresses the potential needs of the imaginary customer (needs are served through innovation which brings utility). In other words, the participant should not only refer to the object in itself, but also how the customer would benefit from it. Establishing such a link is essential in marketing.

Quiz Cards. During an interview, when asked about your previous employer, you should:

Be honest and criticize them if needed.
Avoid answering the question.
Speak only positively or neutrally.

Most likely you would consider variant c) as a correct answer (even though such limitations do not exist). In this case, please remember the previous recommendation for explanation. It is highly preferable that you explain to the participant the reasons for choosing this variant as opposed to the first two variants: a) in case you criticize, you may demonstrate lack of team spirit or indiscretion, leaving the employer fearful that you may share information from inside his own organization to outsiders; b) in case you avoid the question, the employer would most likely notice that and doubt your sincerity while also suspecting the worst about your performance there. Use such explanations in case the participant chooses the wrong answer but also use such explanations (additional explanations) even if the participant chooses the answer you expect in order to consolidate the argumentation and the learning outcome.

Shorter game variation:

If you have limited time available for the game, you can announce a shorter version of the game. In this variation, players need to collect only one card of each type (1 Quiz card, 1 Challenge card, and 1 Skill card) to complete their Mission. This version maintains the learning outcomes but allows the game to be completed within approximately 30–40 minutes.

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