Giving graduates an edge in today’s job market — Nuruladilah Mohamed

JUNE 14 — “Lights, camera, action!”

For many university graduates, a job interview can feel like stepping onto a stage. The spotlight is on; the panel is watching and every answer matters. 

Unlike a performance, however, there is no script to memorise. What graduates need is not a perfect act, but the ability to present their real experiences with confidence, clarity and purpose.

This is where job interview preparation in university plays an important role. In today’s competitive job market, academic qualifications alone are no longer enough. Employers are increasingly looking for graduates who can communicate effectively, think critically, solve problems and show that they are ready for the demands of the workplace.

For many students, the journey from lecture halls to interview rooms can be challenging. They may have the knowledge, skills and potential, but struggle to express them clearly when facing interview panels. 

Some give answers that are too short, while others speak at length without highlighting the point that matters most. This is why structured interview techniques should be treated as an essential part of graduate employability.

In job interview skills classes, students are often introduced to a simple but useful technique known as the STAR method. STAR stands for Situation, Task, Action and Result. Although the name may sound technical, the idea is simple. It teaches students how to tell their experiences like a short story, but in an organised way.

From my experience teaching job interview skills, I notice that many students already have stories worth sharing. The challenge is that they often do not know how to present these stories during an interview.

When I ask them to respond to a common interview question such as, “Tell me about a time when you worked in a team,” many would begin with a simple answer like, “I am good at teamwork.” While the answer is not wrong, it does not tell the interviewer much about who they are or what they can do.

This is why I encourage my students to go beyond general statements. I remind them to think of a real experience, perhaps from a group assignment, a class project, an internship task or a university programme they helped to organise. Then, I guide them to explain what happened, what role they played, what action they took and what the outcome was.

I often see students become surprised when they realise that they do have useful experiences to talk about. Many fresh graduates feel that they lack working experience, but they sometimes forget that university life itself has exposed them to many workplace-related skills. Group discussions, presentations, club activities, volunteer work, community programmes and part-time jobs can all become meaningful examples in an interview.

For instance, a student who helped organise a campus event may not see it as something impressive at first. However, when we break down the experience, the student may realise that he or she had practised leadership, teamwork, communication and problem-solving. Another student who completed a difficult group project may be able to explain how the team handled different opinions, managed deadlines and completed the task together.

These simple stories matter. They help employers see the person behind the certificate. They show not only what a graduate knows, but also how the graduate thinks, responds and contributes to real situations.

In my classroom, I have seen how the STAR method helps students recognise the value of their own experiences. It gives them a clear way to arrange their ideas and speak with more confidence. When they know what to say and how to say it, they are less likely to panic or rely on memorised answers.

Most importantly, I want my students to understand that an interview is not about giving the perfect answer. It is about giving an honest, clear and meaningful answer. It is about showing who they are, what they have learned and how they can contribute to the workplace. Sometimes, all fresh graduates need is the right way to tell their own story.

In the end, getting hired is not only about having skills. It is also about knowing how to communicate those skills effectively. For graduates preparing to enter the working world, mastering this structured approach may be one classroom lesson that makes a lasting difference in their future careers.

* Nuruladilah Mohamed is a Senior Lecturer at Akademi Pengajian Bahasa (APB), Universiti Teknologi MARA (UiTM), Cawangan Terengganu.

** This is the personal opinion of the writer or publication and does not necessarily represent the views of Malay Mail.