Applicant Interview Tips

Typically, the day before a job interview, your brain goes into overdrive imagining all the things you might do wrong. What if your alarm doesn’t go off? What if you bungle an answer? What if… Stop! Anyone with a pulse will experience some anxiety about a job interview, but there’s no need to let fears race out of control. Our guide can help you relax, arrive on time, look your best, and sound like the professional you are.

We’ve taken a tactical approach to job interviews. We’ll guide you through the research phase, help you decide whether to apply or not, encourage you to do your homework, prepare you for the interview, ease you into the interview and help you follow up. This information is focused specifically on retail management—and applies to all levels from one store to multiple stores.

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Research

Company research is very important in retail, and fortunately today with the Internet and  Google it’s gotten easier to conduct. You want to know everything possible about a company, including:

  1. Number of stores
  2. Company history
  3. Volume
  4. Earnings
  5. Profits
  6. Stock price
  7. Merchandise
  8. Customer profiles
  9. Expansion plans
  10. Philosophy/Mission Statement/Vision
  11. Geographic reach (local; global via website catalog, etc.)
  12. Stories in the press (their press releases; things written about them by outside sources, such as magazine or newspaper reporters; ratings such as “Best Company to Work For.
  13. Employee programs and relations (incentives, culture, turnover)

Prepare yourself to be able to speak about your current sales performance in terms of comp stores (stores that have been open for at least a year) and whether sales have increased or decreased as a direct result of your involvement. Learn enough to speak intelligently about the prospective company’s earnings, profit, and contribution (which is the same as profit).

What about its expansion plans? Is it moving into new markets? Speak to the specific merchandise that it sells. Know who the current company executives are and be prepared to speak to what their goals are.

Apply or Pass?

  1. Carefully review the job expectations/requirements listed on the job posting. Does it sound right for you? Would you be happy there a year from now? We all tend to project good things onto new situations—when we know very little about them! Make sure you are looking objectively at this opportunity.
  2. Can you speak effectively about everything listed for that job?
  3. How would you be able to achieve and succeed at those tasks and responsibilities?

Details of the Interview

  1. Can you effectively explain gaps in your resume or lack of qualifications, such as education?
  2. Can you speak to/about the company’s “problem(s)” and specifically how you will solve them?

Once you have decided you want to apply, and once you’ve gotten an interview, you might say you’ve got your work cut out for you.

While still on the phone about the interview, get a clear “contract” about what will take place there. Who will you meet with? Where? For how long? You might expect an hour; they might need two hours. You want to budget enough time to complete the process.

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Personal Statement for application to P.G.C.E in Teaching

I would like to study a P.G.C.E as I embrace teaching as an opportunity to engage pupils in subjects about which I am passionate. I am confident that I am
suited to study a PGCE because this particular course of study allows developing teachers to apply their specialist subject(s) in a creative way.

Having researched the P.G.C.E course content I have found it to be dynamic, engaging, and of great value to teaching expertise and personal development. I
look forward to engaging with children and young people and receiving and developing their ideas. Indeed, one of my greatest strengths is my ability to
communicate. I convey my ideas and thoughts to students succinctly and enthusiastically, while appreciating the ideas of the pupils themselves, ensuring
that they are listened to and understood. An enthusiastic and friendly disposition is essential to encourage interrelations between pupils and teachers. I
am passionate about finding the most effective ways of stimulating and sustaining creative development, and it is important to me to optimize student
engagement and success.

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I am currently studying my BA in English and Media studies, and work as a Teaching Assistant in a secondary school. Studying at undergraduate level has
taught me to schedule my time well, and I credit myself on being punctual and reliable. I enjoy working to deadlines, finding that working under pressure
sharpens my focus. I understand that a P.G.C.E is a full time occupation and will require considerable periods of preparation time, before teaching in a
classroom. I keep an organised and balanced home environment, designed to maximise the benefits of my home study time. Indeed, my home environment when
younger was particularly supportive of my interest in teaching, which has been cultivated from an early age.

I appreciate the value of acquiring behaviour management skills. Although I have had experience in dealing with difficult situations in the classroom, I
look forward to developing these skills during a P.G.C.E where I will be introduced to children of varying ages and abilities. As demonstrated throughout
my BA I am an able public speaker, not afraid to speak in front of groups of people, and am confident that during a further year of study and experience I
will become competent in controlling, and challenging, difficult behaviour.

I believe that I can contribute creatively to existing methods and theories in the practise of teaching. While I understand that conventional teaching
methods must be respected, I believe that the development of a creative teaching style ultimately rests with the individual. I look forward to studying the
national curriculum and applying it in a classroom environment, while at the same time relating it to the design of my own lessons to meet the standards
which it sets. My work experience in a school environment has made me aware of the importance of school rules, and that teaching places great emphasis on
the enforcement of these rules. I understand that it is sometimes extremely hard work to manage pupils who do not want to apply themselves and am willing
to invest substantial time and energy into the challenging situations which might arise during a P.G.C.E.

The theory and practice of teaching should ideally be integrated. I am an independent thinker, a quick learner, and adept at applying myself to the
different facets of teaching. Yet I also work well with others, and enjoy sharing and cultivating new ideas in both the theory and practice of teaching. I
believe that study within the Humanities can help students acquire confidence in their own abilities and can expand their experience of the world. I aim to
help pupils develop the skills needed to work independently and competently, while encouraging them to enjoy and gain the most that they can from their
studies.

During my time teaching at secondary level, I have seen that classroom study can be complemented and enriched by practical activities, such as excursions
to museums and lessons in using library resources. Furthermore, while the classroom environment remains crucial to students’ assimilation of ideas and
knowledge, the interpretation of these ideas that can be encouraged through critical study projects and even extra-curricular projects aimed to stimulate
and perpetuate creativity. During my work as a Teaching Assistant I have developed a good rapport with the students. Already I have begun to develop a
reputation as being kind, enthusiastic, and dedicated. Aspects of my character which I will carry into a P.G.C.E are patience, conscientiousness,
affability, and efficiency. Throughout my University career I have shown that I am competent at organising. While always handing my own work in on time I
have helped to organise extra-curricular activities for students in the Humanities departments, such as workshops and seminar programs.

The development of my own education is important to me. I have taken additional courses to complement the BA course program. I would like to continue
developing my own knowledge and skills throughout my proposed career in teaching, as I believe that progress and time management are key components to
establishing my identity as a teacher. Furthermore, during my experience as a Teaching Assistant I have learnt the value of continually refining teaching
practices and have recognised the importance of growing as a teacher. It is crucial that teachers recognize the influence inherent in their role and are
self-reflective about their actions.

I am keen to share my knowledge of English and Media within the Humanities, and feel that I could make a substantial contribution to your department which
enjoys a high reputation. The School is clearly very successful with a creative and stimulating approach to education, and I would be honoured to be a part
of this. As part of a P.G.C.E I envisage that further professional training and experience would be extremely valuable to me, and I look forward to
applying my creative and personal skills in an academic environment.

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Diesel fails to establish any sort of connection to the audience, so much so that at times we want him to fail, if only in hopes to spice up his extremely bland mission. The girl in question, the damsel in distress if you will, is Aurora, a very young (and strangely pretty) woman with either a very advanced form of dementia, or maybe just crazy. It’s partially explained that she has some sort of mental powers, the ability to operate a decades-old Russian submarine for example, but we never get a full story on this and it comes across as more of an annoying, naïve little girl than a supernatural vixen.

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The third act plays very much like any one of the Saw sequels: it’s the last 20 minutes where we are revealed how everything happened in long, sprawling monologs set to quick-cut flashbacks. And much like the Saw sequels, none of this makes any sense – secondary characters do idiotic things for little or no reason, some main characters die, followed by an ending scene that completely destroys any faith one had in the last 80 minutes. Characters are introduced in the third act simply to attempt to make sense of all that has happened, some main characters are dropped because they have served their purpose, and one character that has only been seen or mentioned in snippets throughout the film turns out to be someone extremely important to the finale.

Filmmaker Mathieu Kassovitz recently came out to the Internet to try to explain that this atrocity is due to studio interference, and not to a sub-par script and terrible performances.  If anything, the apparent Fox meddling helps the movie a bit – the presumably forced action sequences shortly pull you back into the story, but it’s not long before the flaws of Kassovitz’s screenplay comes roaring back to life. But when a movie is in such a state that the director publicly denounces it, you know you’re in for an extremely forgettable, and laughingly bad, motion picture event. If nothing else, Babylon A.D.  essay delivers on that front.