Influence of Athletes Course Project
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Influence of Athletes Course Project
Hilliard focuses on preparedness when explaining the interview process (2015). I do agree with being prepared but in my experience, I’ve found that if you over-prepare you might lose a sense of curiosity and even honesty. I’ve found that some of the best parts of my interviews have come from something unknown. Typically, though, I’m referring to interviews that are not live and allow room for editing.
Working in higher education, I often have to interview students, alumni, faculty and staff. The tone is more informal and the topics aren’t of life and death matters like may be the case in other corporate arenas. With that being said, the video interview is only a part of the overall communications plan.
Along with a video, there will also be a written story from the interview as well as photos. Depending on the results of the interviews and quotable moments – fun quotes and photos may be designed for social media. So the “interview” will have several parts and purposes.
Typically, there are a few ways for me to find out about a story that needs to be covered. Someone might submit a story idea on the website where they share the significance of the story. Someone may personally tell me about something happening that needs to include an interview. Or, I might just learn about someone that warrants an interview.
In all of these cases, I will likely reach out to someone associated to the interviewee to find out their story and why they would make a meaningful interview candidate. Once it’s determined that they, in fact, would make a good interview, I reach out to the interviewee for an interview.
If the topic at hand is something I’m unfamiliar with, I will do additional research on the topic. Recently we had a 22-year-old alumnus who was the first Vietnamese-American to be elected to a town council in North Carolina. This type of story took a little more research on my part because it dealt with things outside of my knowledge.
I needed to learn more about the history of the town council, the alumnus’ journey, and about the business he had also created. Without researching those things, my questions would have been from ignorance rather than being informative. I do agree that there is a thin line between too much and too little preparation (Hilliard, 2015).
In my world, the type of interview – whether someone equal to me, a subordinate, or a supervisor, doesn’t make too much difference. Every interview is going to be in a positive light and have a casual feel about it to be in line with our brand identity’s tone and voice. The difference may come in how comfortable that person is in front of a camera and their ability to answer questions in front of a camera. There are times persistence is key in an interview (Columbia, n.d.).
I recently interviewed a student and realized quickly that there was an issue. Without getting into the details, the interview was terrible and I was getting frustrated within myself. Camera shy doesn’t begin to explain what was happening. But I continued to ask questions trying to get the student to open up.
He was a singer in the university choir – so I even asked him to sing a song. After a long and frustrating interview when I was almost ready to give up, he said “the choir gives me a voice.” How awesome is that? Had I not continued with the interview I would have missed that most important piece. The very thing I wanted all along with all of my questions to get at the heart of this student and his talents – just floated out of nowhere.
So yes, I agree with Hilliard, but there is a balance of preparedness, persistence, and patience and depending in the interviewee there may be various levels at which each is needed.
References Columbia University. (n.d.) Interviewing principles. Retrieved from http://www.columbia.edu/itc/journalism/isaacs/edit/MencherIntv1.html
Hilliard, R. (2015). Writing for television, radio, and new media. (11th ed.). Stamford, CT: Cengage Learning.
Influence of Athletes Course Project
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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