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Evidence Guide: CUFAIR401A - Conduct interviews

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUFAIR401A - Conduct interviews

What evidence can you provide to prove your understanding of each of the following citeria?

Plan and prepare for interviews

  1. Identify the main purpose of an interview and factors that may affect how the interview is conducted
  2. Become familiar with topics and interviewees by reading and making notes from a range of information sources
  3. Develop, and organise in a logical sequence, questions that elicit information relevant to the topic
  4. Refine questions by anticipating answers interviewees may give
  5. Seek expert advice on issues that could result in a breach of laws or regulations
  6. If necessary, develop confidence in the line of questioning by discussing issues with relevant personnel and rehearsing interviews
  7. Write short links to introduce topics and interviewees and to forward-promote interviews
  8. Where appropriate, obtain prior agreement from interviewees to broadcast interviews and give advance notice of key line of questioning
  9. If necessary, book facilities and equipment required to conduct interviews according to enterprise procedures and production requirements
Identify the main purpose of an interview and factors that may affect how the interview is conducted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Become familiar with topics and interviewees by reading and making notes from a range of information sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop, and organise in a logical sequence, questions that elicit information relevant to the topic

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine questions by anticipating answers interviewees may give

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek expert advice on issues that could result in a breach of laws or regulations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If necessary, develop confidence in the line of questioning by discussing issues with relevant personnel and rehearsing interviews

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Write short links to introduce topics and interviewees and to forward-promote interviews

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, obtain prior agreement from interviewees to broadcast interviews and give advance notice of key line of questioning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If necessary, book facilities and equipment required to conduct interviews according to enterprise procedures and production requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct interviews

  1. Establish an atmosphere that elicits the best possible response from interviewees
  2. Adopt an interview style that is appropriate for the topic, interviewee and target audience
  3. Introduce interviewees, follow prepared line of questioning and listen to answers to identify further questions that could be asked
  4. Conduct unplanned lines of questioning, if necessary, to enhance the quality and content of interviews
  5. Recover presentation errors and respond to equipment malfunction with minimum disruption to flow of interview
  6. If necessary, bring interviewees back to the topic being discussed
  7. If appropriate, provide a brief recap on the topic and interviewee for listeners who may not have heard the start of an interview
  8. Wrap up interviews in the given time and thank interviewees for their contribution
Establish an atmosphere that elicits the best possible response from interviewees

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adopt an interview style that is appropriate for the topic, interviewee and target audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Introduce interviewees, follow prepared line of questioning and listen to answers to identify further questions that could be asked

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct unplanned lines of questioning, if necessary, to enhance the quality and content of interviews

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recover presentation errors and respond to equipment malfunction with minimum disruption to flow of interview

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If necessary, bring interviewees back to the topic being discussed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If appropriate, provide a brief recap on the topic and interviewee for listeners who may not have heard the start of an interview

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Wrap up interviews in the given time and thank interviewees for their contribution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own performance

  1. Listen back to interviews and note areas for improvement
  2. Seek feedback from relevant personnel on the quality and content of interviews
  3. Refine interviewing techniques to accommodate own performance assessment and feedback from colleagues and listeners
Listen back to interviews and note areas for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from relevant personnel on the quality and content of interviews

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine interviewing techniques to accommodate own performance assessment and feedback from colleagues and listeners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

effective interviewing and communication techniques

understanding of the consequences of breaching laws and regulations that apply to broadcasting

ability to listen critically to what interviewees say and to conduct unplanned lines of questioning with confidence

interviews recorded over a period of time that demonstrate an ability to interview people on a range of topics

collaborative approach to work.

Context of and specific resources for assessment

Assessment must ensure:

access to audio and/or video recording equipment

access to audio and/or video playback equipment to enable evaluation of recorded interviews by the candidate and others

access to current information about, and personnel able to advise on, laws and regulations that apply to broadcasting

access to appropriate learning and assessment support when required

use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance

evaluation of recordings of interviews conducted by the candidate to assess candidate's ability to follow a logical line of questioning

observationof the candidate conducting an interview

written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to preparing for interviews.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUFAIR402A Present a wide range of radio material

CUFRES401A Conduct research

CUFWRT301A Write content for a range of media

CUFWRT403A Write narration and current affairs material.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

ask questions clearly and confidently of interviewees

listen critically to what interviewees say and respond creatively with further questions to elicit information/opinions from interviewees

project a positive and professional image on air

work collaboratively as a member of a production team

analytical and literacy skills sufficient to interpret and summarise information in the process of preparing interview questions

willingness to receive and act on feedback about own performance

in a radio context, technical skills sufficient to record interviews in a production studio, telephone recording booth or on location with portable recording equipment

self-management skills sufficient to work under pressure and meet deadlines

Required knowledge

industry knowledge, including:

roles and responsibilities of production team members

broadcast language and terminology

issues and challenges that arise in the context of conducting interviews

effective communication techniques, including listening, questioning and non-verbal communication

understanding of relevant legislation and broadcasting codes of practice sufficient to identify and seek expert advice on and resolve issues that could lead to legal action

techniques for:

recording in variable weather conditions

minimising the effect of background location noise while recording

characteristics of commonly used microphones and audio recording equipment

OHS requirements as they relate to recording audio material on location

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Purpose of the interview may be to:

delve into a personality

elicit anecdotal information

justify, interpret or obtain an opinion/comment

obtain information/facts

promote a service or product

recount a personal experience

review books, films, plays or artistic works.

Factors may include:

length

number of interviewees

personality/public profile of interviewee

station profile and listener expectations

style of program

target audience

time of day an interview is to be broadcast

whether an interview will be live to air

whether an interview will be pre-recorded and edited prior to broadcast.

Information sources may include:

colleagues

commercial enterprises

enterprise policies and procedures

federal, state and local government departments

industry associations and organisations

industry practitioners and technical experts

media outlets and the internet

personal observations and experience

publications, e.g.:

reference books

newsletters and magazines

specialist technical journals

bulletins, press releases and letters

manufacturer handbooks, manuals, promotional material.

Types of questions may include:

basic, e.g. what, who, where, why, how

clarifying

closed

hypothetical

leading

open-ended.

Laws and regulations may include:

broadcasting codes of practice

contempt of court and parliament

copyright

defamation

obscenity

privacy legislation

racial vilification.

Relevant personnel may include:

content specialists

floor manager

interviewees

legal advisers

other broadcasters

producer

program manager

station manager

technical crew.

Facilities and equipment may include:

portable audio recorder, microphone and accessories

production studio

telephone recording booth.

Production requirements may include:

budget

completing documentation, e.g. release forms

copyright

deadlines

location

program schedule.

Interview styles may include:

comic

conversational/casual

dramatic

objective

probing/challenging

psychological

serious

supportive.