Think back to your first job interview.  Most people agree that theirs was memorable and even traumatic.  Soliciting a job based on talking with a stranger and armed only with knowledge of self is stressful enough for most people.  Add the anxiety of incarceration to the equation and you typically end up with total trepidation on the part of the interviewee.

What should pre-release consist of? One of the best returns for an educational investment in prison is a good pre-release program.  There are many benefits for all, especially the soon-to-be-free student. Some of the components that instructors should teach prisoner/students are goal setting, problem solving, career search, resume writing, assembling portfolios, and completing applications.  Yet as stressful as learning those things may be to the incarcerated pupil, there is something that inspires much more anxiety.  That is the mock job interview.

Any good pre-release program incorporates at least one mock job interview for each inmate participant.  And with the hope of self-sufficiency and lower recidivism rates in mind, it simply makes sense to conduct effective practice job interviews.

There is much to consider when conducting pre-release job interviews. 
But how much training is there in this area?  Too often, the simulated interview features an overworked teacher asking a list of questions of a tense student.  True, that is better than no interview at all.   But, what if there were training principles to conduct the mock job interview?  Following are some tips to help staff coordinate with education staff and become an effective part of the interviewing process.

Coordination and permission - After the instructor has selected a willing interviewer, the location needs to be chosen.  Ideally, the interview should be held in a quiet, distraction-free place.  But, there is always the balance of security and education to consider.  Think about the balance between authenticity and safety, and between distractions and staff visibility.  A custody perspective should be sought in selection of an interview spot.

Before going too much further, approval should be sought from all chains of command involved.  Supervision and central control should be aware of the proposed program.

Use the unfamiliar in balance - Whenever possible, use someone other than the teacher as an interviewer.  This adds a healthy level of uncertainty and helps foster an air of authenticity.  Since the teacher is familiar on a certain level with the prisoner's credentials and experiences, this would possibly inhibit the formal interview experience.   So, someone doing the interview with someone other than the pre-release teacher is prudent.

There are tasks for the instructor to perform before the practice interview. The instructor should give prisoners interviewing tips before the formal interview.  Also, the teacher should conduct pre-practice interviews with some of the standard questions. 

Use of a video recorder - The interview experience is greatly improved when a video recorder is used.  Of course, in the spirit of coordination of permission, the facility inspector and chain of command should be made aware of the teacher's intention and justification for recording interviews. 

Prisoners should sign a waiver prior to taping.  The waiver should clearly state that only the teacher and student will view the tape. The waiver should be straightforward and uncomplicated.

The teacher will benefit from using a video recorder in several ways: the instructor need not be present during the official interview, which allows time to prepare other students for interviews or other activities; then, the teacher can watch the tape and take notes before viewing with the student.  (Of course, a tape can be rewound as often as necessary to catch all nuances of an interview.) This allows for a smooth critique when a joint viewing happens.

* The interviewer also benefits from a videotaped session.  With the notion of safety first, this is another measure of security. 
* Also, this serves as a protection against malicious and false accusations made by the some prisoners. 
* And the interviewer profits from allowing the teacher a means to assess the interviewing skills of the staff member.  In short, this keeps things safe and professional

The prisoner benefits greatly with a videotaped interview, especially with an opportunity to see strong and weak points of the process.  A videotape also adds a more formal tone.  This added authenticity would be less possible if there was not a camera to perform for. 

Tactics to ease camera shy syndrome - Ironically, the videotape, while bringing so many benefits, also is a source of great anxiety for the prisoner.  How do staff sell the idea to prisoner/students?   There are many ways.

First, there is the simple notion of empathy.  Staff need to recognize the potential of their own fears.  They must imagine how they would feel if they were in the place of the prisoner before an interview.  Staff need to recognize that this could be one of the most traumatic experiences in the mind of the prisoner. 

The interviewer and teacher can assess the personality of the prisoner by reading body language and listening to small talk before the interview.  Humor and humanity are necessary, at times. Here are a few examples of easing camera shy syndrome:

* Mild humor - "Don't worry. We will not sell it to cable television."
* Feigned drama - "No one has died yet because of the video camera. However, I will protect you from this recording device, if necessary." 
* Dead pan humor - "The numbers are with you.  I have conducted hundreds of these and no one has suffered."
* Testimonies of success - "When this is done, in just a few short minutes, you'll be so relieved.  You would not believe how many people are grateful for this process."
* Make believe disappointment - "It is not fair!  I never get to look at the tape.  And I do more than half of the talking."
* Privilege - "Not everyone is eligible to take part in this program.  This is an excellent opportunity that not everyone has the chance to benefit from."
* Prison Humor - "You are watched 24/7.  What is one more little camera?  There may be other cameras that you do not see."  Use subtlety on this, as it is easy to inadvertently inspire paranoia.
* Straightforward - "The fact is no other prisoner will see this.  And if all goes strictly to the format of the interview, no staff other than your teacher will see this."
* Relativity of time - "On average, by question number two, you will forget about the camera.  It will be over before you know it."

There are other fears beyond the presence of a camera. They tend to center around what most people fear - looking foolish.  A mock job interview could be a traumatic experience for a prisoner.   However, sometimes it is difficult for prisoners to forget that the person portraying the interviewer is a staff person.  Trepidations and paranoia rise when this is a disciplinarian type of personnel.

The disciplinarian staff interviewer. It is important to ease the fear of the disciplinarian interviewer. Yet, some teachers prefer to select a staff member who is professional, and a disciplinarian.  That is to say, the interview is best conducted by a firm, but fair, individual. This may give a bit of anxiety to the prisoner, but this is done in balance with giving a somewhat realistic experience. 

Here are some ideas and suggestions for teachers to convince the student why a firm, but fair, staff person is the ideal interviewer.
* An easy interview would be an empty exercise.  It would give less preparation for the first interview in free society.
* Dare the prisoner to act professionally when faced with someone that they believe is excessively strict. 
* Challenge the inmate to allow disciplinarian interviewer a chance to fulfill a role.  The interviewer may act contrary to fears.
* Assure interviewee that someone who knows and abides by the rules is someone worthwhile to learn from.

Ease other interview fears. Market the many benefits that prisoners will gain from the process.  Sell it as a privilege that not all prisoners will enjoy.  Persuade that it is a good practice in building communication skills for those visiting the parole board.  Not only will it assist in finding a job, it will increase the likelihood of a successful interview with the parole board.  Offer follow-up interviews to hasten success. Suggest additional interviews as extra credit whenever possible.  Sell your track record, "Since 1996, I have conducted over 400 mock job interviews and many prisoners have thanked me for the experience."

Use self-assessment interviews. Self-assessment based interviews are those that allow participants to focus on their personal qualities.  People are well-versed in themselves.  It is a topic that is familiar.  Successful self-assessment interview questions form the foundation for all other interviews.

What do you ask?  There are many kinds of self-assessment based questions. Some of those are as follows.  Will you tell me about yourself? What did you like most about your last job?  What kind of people do you like to work with and why?  What motivates you?  What is your best quality?

How can we arrange the questions?  The questions can be arranged in opposing pairs. For example, "What did you like most about your last job?"  and "What did you like least about your last job?"  Another example of paired questions is, "What kind of people do you like to work with?" and "What kind of people do you prefer not to work with?"

When paired questions are asked in succession (that is, more than just one pair) this can suggest to prisoners that they should seek patterns and assume reasons for each question.  The same information can be obtained from questions asked in a different way.  This allows the teacher to view the tape to filter the candid from the negative, positive, realistic, over-polished, and apathetic. 

What about tricky, non-traditional questions?  If used, they should be instructive, not malicious.  The idea is to build natural confidence, not shatter egos.  Trickier questions can be slipped in if a prisoner is displaying good thinking on his feet and seems to be able to learn from it.   They can be used sparingly and as a challenge to a receptive interviewee. But the purpose is to instruct, not to derail the interview.  All questions should be answerable.  Be careful when employing tricky questions.

What is behind the questions? Teachers should give the reasons potential employers ask certain questions. This should be done during the post-interview tape viewing. Here is an example of what we want from this question:  Where do you see yourself in five years?  The goal is to see if candidate is living in the present.  During the post interview, the instructor can distinguish between aggressive and ambitious.  Sometimes, this is an instructive trap. Many will answer, "I'll have your job in five years!"  The student should be informed that while this sounds ambitious, it is an actual threat to the interviewer. 

What did you do in prison? The hardest question of all may be the one about incarceration.  When you ask, "Will you tell me about your time in prison?", the interviewer will hear a variety of responses: anger, withdrawal, remorse, aggression masked with friendly façade, and confusion.  Without a doubt, this is a sensitive question.  The best way to ask it is,

"I see that you checked the "yes" box for the previously incarcerated section on the job application.  I appreciate your honesty.  Can you tell me what you learned while incarcerated?" 

What instructors should tell students after the interview is taped is that employers are typically hoping for honesty.  When discussing this, prisoners should never assess blame on others.  Also, the instructor should inform the interviewee that others may not ask this so tactfully. 

Incarceration is commonly viewed as a strike against anyone. Therefore, the question should be answered in the frame of a learning experience.  For most people it honestly is a time of growth.  The effective instructor is able to have the student realize just how profound a personal learning experience incarceration can be. 

Would you rather be a hammer or a nail?  Have you ever heard this question?  It is a vexing question for the unprepared. Many will aggressively state, "I want to be the hammer. I want to do the hitting!"  Of course, though it is a gut reaction, it is not a very good response.  The reason to ask this, however, is not to spring a trap.  The question is instructive.  One only need look at other possible answers.

The real meaning is to discover if the interviewee is a follower or a leader.  The best answer is conditional.  Most employers are looking for a response that suggests flexibility.  The answer that does this is, "Whatever is needed to do the job. I can direct others to hold cohesively when needed.  I can hold a place like a nail when needed."

But is everyone able to be a hammer at one moment and change into a nail as needed?  The textbook answer does, at all times, fit each candidate. As always, honesty is best strategy to employ.  The textbook ideal may not be everyone's real answer.  But, the rationale of the question should be delineated in post interview.

Some DOs of interviews
* Obtain permission.
* Clarify aims when obtaining consent.
* Show confidence.
* Interject and guide interview when necessary.
* Play the role of interviewer, but in wise balance.
* Double check your video equipment.
* Keep custody staff informed of your schedule.
* Defuse the pressure. Interview, do not interrogate.
* Use discretion well. Watch for ruses.
* Use generic interview to cover most situations.
* Always think corrections.
* Point out that it is best to learn from mistakes in a practice interview rather than in the real one.
* Assure that previous interviews can be built upon and improved.
* Inform student that the interview process is about learning, not harsh criticism.

Some DO NOTs of interviews
* Never belittle or condescend.
* Never relate specifics of your experiences.
* Never interrogate.
* Never correct mechanics during interview.
* Never use humiliation or seek revenge.
* Never forget that you work in a prison.
* Never break confidentiality, UNLESS security is an issue.

Benefits of mock job interviews. The benefits cannot be overstated in the mock job interview program.  And it is not just prisoners who gain rewards.  Teaching and interview staff also profit.  The institution and society also benefit in many ways.  Here is the breakdown of rewards by groups:

Prisoner benefits from mock job interviews:
* Opportunity to plan for and actually practice for release.
* Enjoy change from average education course.
* Build and improve from critique.
* Practice semi-formal speaking skills. This is useful for other times such as for parole board interviews.
* Gain tangible success from completion.

Benefits of non-education staff interviewer: 
* Discover a way to demonstrate another utility.
* Balance against disciplinarian mode.
* A manner to break up normal routine.
* A way to develop empathy for education staff.

Benefits of pre-release interview - teaching staff:
* Visible successes buttresses teaching strategies and validate methods.
* Professional satisfaction from teaching a tangible skill.
* Welcome change from rote class work.
* Opportunity to contribute to goal of lowered recidivism.

Other benefits:
* Management tool through productive prisoners.
* Provide a better prepared pool of candidates.
* Helps lower recidivism.
* Supplies tax revenue from those who might not otherwise be working.
* New programming to highlight reports to director and taxpayers.
  
The mock job interview program takes a good deal of initial planning.  It is simply not a matter of asking questions from a list.  There is so much to the process that many do not consider. But once the program is in place, it is a matter of slight modifications to fit the needs of each prisoner.  And there are many benefits to such a program.  That makes the mock job interview one of the most valuable tools in prisoner education.

About the Author - Joseph Bouchard is a Librarian at Baraga Maximum Correctional Facility within the Michigan Department of Corrections.  He is also a member of the Board of Experts for The Corrections Professional  and an instructor of Corrections and Psychology for Gogebic Community College.  You can reach him at (906) 353-7070 ext 1321

These are the opinions of Joseph Bouchard, a Librarian employed with the Michigan Department of Corrections.  These are not necessarily the opinions of the Department.  The MDOC is not responsible for the content or accuracy.

Resources:

Bouchard, Joseph, "How to conduct effective mock job interviews for inmates" The Corrections Professional, April 9, 2004

Bouchard, Joseph, "Ease anxiety for prerelease practice job interviews."  The Corrections Professional,  March 14, 2003

Bouchard, Joseph, "Building a prerelease program for older offenders" The Corrections Professional,  September 6, 2000