Perception and inquiries have revealed that not all vocational guidance teachers possess the necessary interviewing skills. The aim of the research was to identify generally applicable interviewing skills, as well as those specific interviewing skills which are characteristic of the vocational guidance provided to a pupil leaving school. The aim was furthermore to determine to what extent vocational guidance teachers in Transvaal secondary schools are grounded in these skills. It has been indicated that vocational guidance actually culminate in the interview. After the interview has been analysed from an educational perspective, attention has been given to the validity and reliability of the interview. Further attention has been given to the trainability in interviewing of vocational guidance teachers. The following most important, generally applicable interviewing skills were then identified. * Communication as interviewing skill - There is a distinction between verbal and non-verbal communication. * Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening. * Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview. * "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client. * Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception. * Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved. * Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client. * Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview. * The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer. The specific interviewing skill characteristic to the vocational guidance situation has been identified as: The skilful interpretation of reports. The vocational guidance teacher has a lot of information about the school leaver from the guardian's file, accumulative card and vocational guidance file. The planning and application of an empirical research has been done. The research was mainly aimed at determining how important the vocational guidance teachers regard the interviewing skills and to what extent these teachers are grounded in interviewing skills. From the research it seemed that the training vocational guidance teachers received in interviewing, was inadequate. The most important conclusions were: * The importance of these interviewing skills to the interviewer can't be stressed enough. * The majority of vocational guidance teachers don't possess the basic qualifications to act as such. * Some vocational guidance teachers tend to underestimate the importance of the interviewing skills and they furthermore don't have the ability to handle• these interviewing skills adequately. The most important recommendations are: * That high priority be given to the training of interviewing skills to vocational guidance teachers. * That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools. * That attention should be given to the practical exercise of these skills. * That universities, in co-operation with the Transvaal Education Department present further courses in interviewing to acting vocational guidance teachers. / Thesis (MEd)--PU vir CHO, 1986

Perception and inquiries have revealed that not all vocational guidance teachers possess the necessary interviewing skills. The aim of the research was to identify generally applicable interviewing skills, as well as those specific interviewing skills which are characteristic of the vocational guidance provided to a pupil leaving school. The aim was furthermore to determine to what extent vocational guidance teachers in Transvaal secondary schools are grounded in these skills. It has been indicated that vocational guidance actually culminate in the interview. After the interview has been analysed from an educational perspective, attention has been given to the validity and reliability of the interview. Further attention has been given to the trainability in interviewing of vocational guidance teachers. The following most important, generally applicable interviewing skills were then identified. * Communication as interviewing skill - There is a distinction between verbal and non-verbal communication. * Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening. * Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview. * "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client. * Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception. * Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved. * Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client. * Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview. * The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer. The specific interviewing skill characteristic to the vocational guidance situation has been identified as: The skilful interpretation of reports. The vocational guidance teacher has a lot of information about the school leaver from the guardian's file, accumulative card and vocational guidance file. The planning and application of an empirical research has been done. The research was mainly aimed at determining how important the vocational guidance teachers regard the interviewing skills and to what extent these teachers are grounded in interviewing skills. From the research it seemed that the training vocational guidance teachers received in interviewing, was inadequate. The most important conclusions were: * The importance of these interviewing skills to the interviewer can't be stressed enough. * The majority of vocational guidance teachers don't possess the basic qualifications to act as such. * Some vocational guidance teachers tend to underestimate the importance of the interviewing skills and they furthermore don't have the ability to handle• these interviewing skills adequately. The most important recommendations are: * That high priority be given to the training of interviewing skills to vocational guidance teachers. * That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools. * That attention should be given to the practical exercise of these skills. * That universities, in co-operation with the Transvaal Education Department present further courses in interviewing to acting vocational guidance teachers. / Thesis (MEd)--PU vir CHO, 1986