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Effect of Adult Learning on Adults’ Knowledge of Interview Presentation Techniques

Abstract

Adult learning provides opportunities for adults to acquire practical knowledge and competencies that can improve their participation in employment, professional development, and other important life activities. Interview presentation techniques refer to the knowledge and approaches required to present oneself, communicate relevant information, respond appropriately to questions, and demonstrate suitability during an interview. However, some adults may have limited knowledge of how to present themselves effectively during interview situations. This study will examine the effect of adult learning on adults’ knowledge of interview presentation techniques. Adult learning can expose participants to interview presentation techniques through discussions, demonstrations, role-playing, mock interviews, group activities, and guided practice. These learning activities can help adults understand appropriate interview preparation, personal presentation, response techniques, communication behaviour, and ways of presenting relevant qualifications or experiences. Mock interviews can provide opportunities for learners to practise responding to questions and receive constructive feedback on their performance. Such practical experiences can make interview presentation concepts easier to understand and apply. Knowledge of interview presentation techniques involves understanding how to prepare for an interview, communicate appropriately, respond clearly to questions, demonstrate relevant qualities, and maintain suitable professional behaviour throughout the interview process. It also includes knowledge of appropriate verbal and non-verbal communication, listening, organization of responses, and effective presentation of personal information. Adequate knowledge can improve adults’ preparedness for employment-related interviews and other formal selection situations. Adult learning may therefore contribute to improved knowledge by providing structured opportunities for instruction, practice, observation, and feedback. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education, employability-skills, and continuing learning programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate knowledge assessment designed to measure participants’ knowledge of interview presentation techniques. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the effect of adult learning on adults’ knowledge of interview presentation techniques. The study is expected to establish that adult learning has a positive effect on adults’ knowledge of interview presentation techniques. Adults exposed to relevant learning activities are expected to demonstrate improved knowledge of interview preparation, appropriate self-presentation, response organization, professional communication, active listening, and suitable verbal and non-verbal behaviours. The study is also expected to indicate that practical activities such as mock interviews and role-playing can strengthen adults’ understanding of effective interview presentation techniques. The findings will have implications for Adult Education practitioners, employability trainers, career facilitators, workplace educators, and programme developers. Adult learning programmes should incorporate practical interview activities that allow participants to experience realistic interview situations and practise appropriate presentation techniques. Facilitators should provide constructive feedback on communication, response clarity, professional behaviour, and overall presentation to help learners identify areas requiring improvement. The study will be significant to adult learners, job seekers, employees seeking career advancement, educators, employers, and organizations involved in workforce development. It will recommend that Adult Education programmes provide accessible and practical learning activities that develop adults’ knowledge of effective interview presentation techniques. The study will conclude that appropriately structured adult learning can strengthen adults’ interview presentation knowledge and improve their preparedness for formal employment and professional selection situations.

Keywords: Adult Learning, Adult Education, Interview Presentation, Interview Techniques, Interview Skills, Job Interview, Communication Skills, Self-Presentation, Professional Communication, Interview Preparation, Verbal Communication, Non-Verbal Communication, Active Listening, Employability Skills, Career Development