A Cross-Modal Comparison of Telephone and Face-to-Face Selection Interviews in Graduate Recruitment

Although there has been an increase in the use of telephone interviews for graduate recruitment by companies in the UK, there is little evidence attesting to their equivalence with traditional face-to-face selection interviews. A total of 70 candidates applying to a multinational oil corporation received both face-to-face and telephone interviews as the first stage of the 1996 graduate recruitment milkround. Group A (N = 41) received an initial face-to-face interview followed by a telephone interview and group B (N = 29) a telephone interview followed by a face-to-face interview. Findings indicate that candidates received significantly lower ratings when interviewed by telephone than when interviewed face-to-face (p ≤ 0.001). A significant interaction was also found (p ≤ 0.05) with candidates who received face-to-face interviews following telephone interviews demonstrating improved performance in their face-to-face interviews. The practical implications of these findings for companies wishing to use telephone interviews are discussed.     

Multicultural training practices in community psychology programs

Surveyed the directors of 56 community psychology graduate programs to assess multicultural training practices and attitudes. Although most program directors agreed that multicultural training is important in their mission to educate students, less than half the programs (48%) required their students to take any relevant course work and only half of the programs surveyed had any faculty who were members of an ethnic minority group and one third had only one such faculty member. Furthermore, less than half the programs had a combination of training opportunities in place to integrate classroom, research, and field experiences relevant to multicultural issues. Finally, only 23% of program directors believed their training programs were successful for most students, suggesting the need to improve training.     

SELECTION INTERVIEWING IN THE LIFE INSURANCE INDUSTRY: AN UPDATE OF RESEARCH AND PRACTICE

Over the past decade, the Life Insurance Marketing and Research Association has been researching and implementing the use of structured selection interviews in the agent selection process. The practical problems encountered during this period are reviewed, and studies of the most recent interview guide are presented. These studies are based on interview evaluations made by 270 managers in interview training sessions, as well as field managers'evaluations of 163 applicants in actual agent selection situations. The results indicate that it is possible for managers to agree on their evaluation ratings of an applicant, that there is a stable factorial structure for the ratings, and that the ratings are related to the selection decision although not all items carry the same weight. The implications of these results for the use of structured selection interviews and for further research are discussed.     

Training Methods for Delivering Difficult News in Genetic Counseling and Genetics Residency Training Programs

Genetic counselors and clinical geneticists are often in the position of delivering difficult news (DDN) to patients and families. Many studies show that healthcare providers require major improvement in the skills needed in DDN in a manner that is satisfactory to their patients. The purpose of this study was to assess the amount and methodology of DDN training received by genetic counselors and medical genetics residents in their training programs, such as observations of DDN or attending didactic lectures. To our knowledge, there is no previous assessment or study of DDN training in genetic counselor and medical genetics residency programs; therefore, we aim to both assess and compare the training in DDN received by genetic counselors and by genetics residents and determine whether there is a desire for recommendations on DDN training. We invited genetic counseling (GC) and genetics residency program directors to participate in an online survey designed to assess coursework, clinical experiences, and directors’ attitudes toward teaching DDN. Response rate was 85% (28/33) for GC program directors and 26% (14/53) for genetics residency program directors. One hundred percent of GC and genetics residency directors who responded to the survey agreed that it is important for genetic counselors and medical geneticists to be able to deliver difficult news effectively and that training programs should formally teach students how to deliver difficult news. Six of the eight common teaching methods are used by at least 75% of GC programs while two of eight are used by at least 75% of genetics residency programs. Seventy-nine percent of GC and 93% of genetics residency program directors agree that there should be recommendations on how to teach students to deliver this news. Our results show that techniques for DDN are integrated more fully into GC program curricula than genetics residency curricula. Directors of both types of programs desire recommendations and more standardized education for training students to deliver difficult news.     

Shall we continue or stop disapproving of self-presentation? Evidence on impression management and faking in a selection context and their relation to job performance

The self-presentation tactics of candidates during job interviews and on personality inventories have been a focal topic in selection research. The current study investigated self-presentation across these two selection devices. Specifically, we examined whether candidates who use impression management (IM) tactics during an interview show more faking on a personality inventory and whether the relation to job performance is similar for both forms of self-presentation. Data were collected in a simulated selection process with an interview under applicant conditions and a personality inventory that was administered under applicant conditions and thereafter for research purposes. Because all participants were employed, we were also able to collect job performance ratings from their supervisors. Candidates who used IM in the interview also showed more faking in a personality inventory. Importantly, faking was positively related to supervisors’ job performance ratings, but IM was unrelated. Hence, this study gives rise to arguments for a more balanced view of self-presentation.     

Now you see it, now you don't: feminist training in family therapy

This article describes the state of feminist training in family therapy. Methods of assessment include questionnaires to all programs accredited by COAMFTE in universities and institutes and to leading institutes not accredited; interviews with editors of the Journal of Feminist Family Therapy; interviews with many who pioneered the feminist critique in family therapy; inspection of two major national conferences; and a search of publications. Although most program directors describe their programs as feminist and judge their training to be sufficient, their report contrasts with the perspectives of many of the journal editors and pioneers, with the small amount of training in gender issues at national conferences, and with the small number of publications. The authors offer discussion of the findings and recommendations.     

The Emphasis on Cognitive‐Behavioural Therapy within Clinical Psychology Training at Australian and New Zealand Universities: A Survey of Program Directors

Surveys of clinical psychologists' self‐reports of professional practice exist in Australia and New Zealand, but comparatively little data exist on the training available in universities. The present study was designed to gather data on the training and assessment of cognitive–behavioural therapy (CBT). A semi‐structured phone interview was designed for use with clinical psychology training directors, or equivalent, in Australia and New Zealand. Out of a total of 48 universities in the region, 40 clinical directors were successfully contacted: One declined involvement, and 39 agreed to participate, yielding a response rate of 81% (six in New Zealand and 33 in Australia). The data showed that it is common for clinical training programmes in our region to provide clinical trainees with foundational knowledge in CBT (i.e., 29 of the 39 surveyed). However, CBT is mainly incorporated into the auspices of clinical training programmes, there is a wide range of assessment methods to evaluate competence in providing therapy, and relatively few academic units exist that focus exclusively on CBT.     

Acceptance of Structured Diagnostic Interviews for Mental Disorders in Clinical Practice and Research Settings

The objective of this study was to investigate the acceptance of structured diagnostic interviews in clinical practice, as well as research, settings. Using the Diagnostisches Interview bei Psychischen Störungen (the modified and extended German version of the Anxiety Disorders Interview Schedule for DSM-IV), 10 certified interviewers conducted 183 structured interviews in different inpatient, outpatient, and research settings in Switzerland and Germany. After each interview, patients and interviewers filled out a questionnaire asking for their evaluation of the interview. Patients' and interviewers' reactions to the interview were highly positive. On a scale measuring overall satisfaction with the interview (0 = not at all satisfied, 100 = totally satisfied) the mean patient rating was 86.55 (SD = 13.18), and the mean interviewer rating was 85.82 (SD = 12.84). The procedure used by the interviewer was rated by 142 (78.5%) patients as being helpful, and 176 (96.7%) rated the relationship as being positive. Less than 16% of the interviews were described as exhausting by the patients and interviewers. A majority of the interviewers (92.6%) indicated that during the interview they could respond adequately to the patient. The results of this study indicate that structured diagnostic interviews are highly accepted by interviewers and patients in a variety of settings. These findings, together with the existing evidence of the reliability and validity of structured interviews, should encourage their use in the diagnostic process, in outpatient and inpatient clinical settings as well as in research studies.     

Evaluation of a Combined Cognitive Behavioural Therapy and Interpersonal Process Group in the Psychotherapy Training of Clinical Psychologists

It is now widely acknowledged that both content and process elements of psychotherapy play a part in client treatment outcomes. Despite this, there are pressures on Australian clinical psychology training programs to teach evidence‐based approaches in a relatively short time frame. Producing clinical psychology graduates who have an adequate level of competence in evidence‐based practice and meeting the demands of professional accreditation requirements can mean that less time is available to teach the process elements of psychotherapy. The aim of this study was to conduct a preliminary evaluation of a clinical psychology psychotherapy training program that combines an interpersonal process group with a cognitive behavioural therapy training model that incorporates self‐reflection and self‐practice. Eleven participants who participated in the training in 2008 completed the Counseling Self‐Estimate Inventory at pre‐ and post‐training. Significant improvements on the majority of the subscales of this inventory were found. A separate sample of nine trainees and clinical psychology registrars who also previously completed the program attended individual interviews in 2010 aimed at gaining their perspective regarding various aspects of the program. Self‐practice of cognitive behavioural therapy techniques was found to be important in the identification and management of trainees’ own core beliefs, and to their appreciation of how challenging this process may be for clients. The interpersonal process group was described by participants as enhancing their competency as psychotherapists. Common themes included the experience of anxiety and a high level of emotion, and understanding how this experience might be similar for clients; increased self‐awareness; and increased competence in process issues. Many participants believed the process and content components of training were equally important to their development as psychotherapists.     

Admissions interviews at university as counselling tools

Little research has been conducted on the university admissions interview, and with increasing selection ratios there has been a tendency for universities to dispense with interviews altogether. This paper argues for a re-assertion of the interview as a valuable component of the admissions procedure, not necessarily to improve institutional decision-making but for the guidance and personal decision-making of candidates. The rationale for treating admissions interviews as opportunities for counselling are reviewed, and the advantages for both candidates and institutions are outlined.     

Advanced training in child psychology: Key elements in offering a Doctor of Psychology (DPsych) programme in South Africa

The aim of this article is to propose some benchmarks for a Doctor of Psychology (DPsych) in advanced training in Child Psychology in South Africa, and to highlight key elements in offering such a programme. In doing so, we use as case illustration an existing DPsych programme currently being offered at the University of the Free State, South Africa. We consider advanced child psychology training to registered psychologists in the clinical, counselling and educational categories. The DPsych option encompasses clinical practice, research, training, selection, and student outcomes in the context of theory as well as evidence-based practices. A wider adoption of a DPsych, focusing on child psychology, would add value to the integration of the best available research and clinical expertise in child mental health care in South Africa.     

Unfair Discrimination in the Selection Interview: An Attributional Account

The selection interview remains the most popular method by which organizations select employees, yet it is also widely criticized for being vulnerable to bias and unfair discrimination. This paper draws upon two specific areas of attribution research: cross-cultural studies of attributional processes and studies of intergroup attributional bias in order to discuss how attributional processes can contribute to unfair discrimination in selection interviews. It is argued that unfair discrimination can arise in two ways: first, as a consequence of ethnocentric attributional biases on the part of interviewers when explaining the behaviour of candidates associated with in-group or out-group status; second, as a result of different patterns of attributions manifest by candidates from diverse cultural groups.     

Assessing the Integration of Genomic Medicine in Genetic Counseling Training Programs

Medical genetics has entered a period of transition from genetics to genomics. Genetic counselors (GCs) may take on roles in the clinical implementation of genomics. This study explores the perspectives of program directors (PDs) on including genomic medicine in GC training programs, as well as the status of this integration. Study methods included an online survey, an optional one-on-one telephone interview, and an optional curricula content analysis. The majority of respondents (15/16) reported that it is important to include genomic medicine in program curricula. Most topics of genomic medicine are either “currently taught” or “under development” in all participating programs. Interview data from five PDs and one faculty member supported the survey data. Integrating genomics in training programs is challenging, and it is essential to develop genomics resources for curricula.     

Preparing Individuals for job Interviews: Suggestions From More Than 60 Years of Research

After a review of the existing literature on employment interviews, the findings are organized into a four-phase model for implementing training programs that prepare clients to interview more effectively. The four phases include developing realistic expectations, developing successful interviewing skills, using effective training procedures, and preparing clients to cope with rejection shock. The importance of active preparation for job interviews and the counselor's potential role in this process are emphasized.     

A Performance-Based Admissions Screening Program

The development of a competency-based admissions program for counselor education majors at James Madison University was begun in 1974. This program evolved as a result of dissatisfaction with traditional criteria used for selection of applicants to counselor training programs. The development progressed from a reference checklist to eventually include a career-goal essay, personality testing, and a required on-campus interview. Continued revision, including quantification of the various portions of the screening process, has led to its present state. Further refinement and change continue as additional research is completed.     

Training in Evidence-Based Interventions (EBIs): What are school psychology programs teaching?

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs). Survey data were collected from 97 school psychology training directors to assess their familiarity, level of student exposure, and perceived importance of EBIs. This study also examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. Results indicated that relatively low percentages of respondents were familiar with the EBIs included on the survey, exposure to EBIs occurred more frequently in coursework than practical experiences, and EBIs were rated as either somewhat important or important. Lack of time was rated as the most serious challenge to EBI training and a high percentage of directors reported students were taught to apply the criteria developed by professional organizations in psychology and education when evaluating outcome research.     

Transition to the Clinical Doctorate: Attitudes of the Genetic Counseling Training Program Directors in North America

In North America, genetic counseling is an allied health profession where entry level practitioners currently must hold a master’s degree earned from a graduate program accredited by the American Board of Genetic Counseling. This is one of many health care professions that could transition to an entry level clinical doctorate degree. This study explored the attitudes of genetic counseling training program directors toward such a transition. Thirty-one North American program directors were invited to complete an online survey and a follow-up telephone interview. Twenty-one program directors completed the survey and ten directors also completed a follow up phone interview. There was disagreement among the respondents on the issue of transitioning to a clinical doctorate degree (nine in favor, six against and six undecided). Respondents disagreed about whether the transition would lead to higher salaries (six yes, eight no, and seven unsure) or increased professional recognition (eight yes, eight no, and four unsure). Approximately half (n = 10) of directors were not sure if the transition to a clinical doctorate would help or hurt minority recruitment; six thought it would help and four thought it would hurt. However, the majority (n = 13) thought a clinical doctorate would help genetic counselors to obtain faculty positions. If the field transitions to a clinical doctorate, 11 of the directors thought their program would convert, seven were unsure and one thought their program would shut down. Themes identified in interview data included 1) implications for the profession 2) institution-specific considerations and 3) perception of the unknown. Opinions are quite varied at this time regarding the possible transition to the clinical doctorate among genetic counseling training program directors.     

Recruiting and Selecting Professionals: Context,Qualities and Methods

Evidence based on a survey of professional firms and in-depth interviews with decision-makers responsible for selection examines the most frequently used and valued methods for hiring qualified professional staff in a sample of Scottish accountancy, architecture, law, and surveying practices. The survey suggests an emphasis on personality, work experience and general attributes for senior posts, and that high value is placed on interviews and informal sources of information in assessing these qualities. Firm characteristics and context, particularly size of practice, the role of the partner in the selection process, labour supply, and perception of recruitment difficulties are shown to be related to the type of selection method used. Consistent with the view of selection as a social process, the case study evidence suggests that ‘informality’ may play an important role when partners responsible for selection have long tenure with their firm and when firms experience recruitment difficulties. More generally, informal networks and interview processes may act as effective information and communication vehicles for small and medium-sized professional practices.     

Assessment of Situational Demands in a Selection Interview: Reflective style or sensitivity?

Correctly understanding situational demands is necessary to handle social situations appropriately. Past selection research has shown that candidates who are better at identifying the targeted dimensions in an interview or an assessment center, in fact, perform better in these procedures. However, at least two different processes might be responsible for the obtained findings. First, candidates might differ in their ability to correctly interpret given cues, meaning that some candidates generate better (i.e., more accurate) ideas than others. Second, some candidates might generally reflect more upon potential demands and therefore generate more ideas concerning potentially targeted dimensions. The present study used signal detection theory to investigate to what degree these two processes are related to interview performance. The interview was administered during a selection simulation for university graduates (N = 147). Interviewees' assumptions concerning the targeted dimensions were assessed in a postinterview questionnaire in which they had to write down any hypotheses as to what a certain question was trying to assess. We found that generating better ideas was essential for candidates' interview performance and not the degree to which they generally generated ideas about targeted interview dimension.