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Impact of Interview Skills Training on Adults’ Information-Gathering Skills

Abstract

Interview skills training refers to structured learning that equips adults with the ability to plan, conduct, and evaluate interviews effectively, while information-gathering skills involve the ability to obtain accurate, relevant, and useful information through purposeful questioning, listening, probing, and clarification. Effective information gathering is important in everyday decision-making, employment, community activities, and personal interactions. However, some adults may experience difficulties in asking appropriate questions, listening attentively, probing for relevant details, and clarifying unclear responses. This study therefore aims to examine the impact of interview skills training on adults’ information-gathering skills. Interview skills training involves learning how to prepare interview questions, establish rapport, use appropriate questioning techniques, practise active listening, ask follow-up questions, probe for additional information, clarify responses, and maintain effective communication during an interview. Through practical exercises, demonstrations, role-playing, guided practice, and feedback, adults can develop greater confidence and competence in conducting purposeful interviews. Such training provides learners with practical opportunities to apply information-gathering techniques in realistic situations. Information-gathering skills refer to the ability to obtain, organize, clarify, and evaluate information from individuals through systematic interaction. Adults with effective information-gathering skills are better able to identify relevant information, distinguish important details from unnecessary responses, ask meaningful follow-up questions, and confirm the accuracy of information obtained. Interview skills training can strengthen these abilities by providing adults with structured techniques for questioning, listening, probing, clarification, and verification. The study will adopt a suitable research design, such as a quasi-experimental design, to examine the impact of interview skills training on adults’ information-gathering skills. The population will comprise selected adult learners, from whom an appropriate sample will be drawn using a suitable sampling procedure. Data will be collected using an information-gathering skills assessment administered before and after the training. The data obtained will be analysed using appropriate descriptive and inferential statistical techniques to determine the effect of the training. The study is expected to establish that adults who receive interview skills training will demonstrate improved information-gathering skills compared with their level of performance before the training. The training is expected to improve their ability to formulate relevant questions, listen carefully, probe for additional information, clarify responses, and obtain more complete and accurate information during interviews. It is also expected that practical participation in interview exercises will contribute to greater confidence and competence in information-gathering activities. The findings will have implications for the teaching and learning of Adult Education. Adult educators can incorporate practical interview activities, role-playing, demonstrations, group exercises, and guided feedback into learning programmes to strengthen learners’ information-gathering abilities. Such approaches can make learning more practical and enable adults to transfer interview skills from the classroom to workplace, community, educational, and personal situations where accurate information is required. The study will be beneficial to adult learners, adult educators, community organizations, employers, and institutions that provide adult learning opportunities. Adult learners may acquire practical skills for obtaining and clarifying information, while educators may gain useful approaches for teaching communication-based competencies. Organizations may also benefit from adults who can conduct more effective information-gathering interactions, particularly in situations involving enquiries, consultations, interviews, surveys, and community activities. The study recommends that interview skills training should be incorporated into relevant adult education programmes and delivered through practical, learner-centred activities. Adult educators should provide regular opportunities for questioning, probing, active listening, clarification, and interview practice, supported by constructive feedback. Adequate learning materials and realistic interview exercises should also be provided to reinforce skill development. The study concludes that interview skills training has the potential to improve adults’ information-gathering skills and strengthen their ability to obtain accurate and relevant information effectively.

Keywords: Interview Skills Training, Information-Gathering Skills, Adult Learners, Questioning Techniques, Active Listening, Probing Skills, Clarification Skills, Interview Techniques, Communication Skills, Information Acquisition, Information Verification, Practical Learning, Role-Playing, Adult Education, Skill Development