PREFERENCE FOR MOTIVATOR AND HYGIENE FACTORS IN A HYPOTHETICAL INTERVIEW SITUATION: FURTHER FINDINGS AND SOME IMPLICATIONS FOR THE EMPLOYMENT INTERVIEW

Managers, supervisory personnel, clerical workers, and high school students were administered questionnaires which asked them to indicate whether or not they would discuss various work-related factors if they were applicants in an employment interview situation. A systematic tendency was found for respondents to prefer to discuss "motivators" as opposed to "hygiene factors" as characteristics they would seek in a new job, or as reasons for dissatisfaction with a previous one. Responding to a modified version of the questionnaire, twenty professional employment interviewers indicated that it is in fact wise to emphasize motivators and deemphasize hygiene factors if the applicant's intent is to maximize the likelihood of being offered a job.     

PREPARATION OF COLLEGE GRADUATES FOR THE EMPLOYMENT INTERVIEW

A large number of college students are lacking in the skills and techniques that are considered basic for a job interview. In order to investigate the problem systematically and objectively, a crude instrument was designed to be used in a structured interview with recruitment personnel. The need for assisting college students for employment interviews is apparent from the findings. Industry has expressed an interest in working cooperatively with the educators in setting up a program to prepare students at the college level for the job interview.     

THE EMPLOYMENT INTERVIEW: A SUMMARY AND REVIEW OF RECENT RESEARCH1

After a quick recapitulation of previous reviews of the employment interview, recent research from about 1975 is reviewed and summarized. Research dealing with the reliability and validity of the interview, methodological issues, decision making, interviewer training, minority characteristics, nonverbal behavior, interviewee characteristics, and interviewee training is summarized. Trends and directions are noted, suggestions for further research extended, and a discussion of why persistence in the use of interview exists is presented.     

INDIVIDUAL AND SITUATIONAL INFLUENCES ON THE DEVELOPMENT OF SELF-EFFICACY: IMPLICATIONS FOR TRAINING EFFECTIVENESS

We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported.     

情境访谈的特点与研究趋势

情境访谈自８０年代初到现在已有了长足的发展,人们不仅把它作为一种人员选拔的方法,而更将它理解为一种研究的思路。本文主要着重讨论有关情境访谈研究的以下几个方面：（１）情境访谈与传统访谈的比较研究;（２）过去行为定向情境访谈和将来意图定向情境访谈的比较研究;（３）情境访谈与认知能力测验之间的关系。（４）情境访谈在新的组织情境下的应用。本文还讨论了关于情境访谈的将来研究趋势。     

EXPERIENCE-BASED AND SITUATIONAL INTERVIEW QUESTIONS: STUDIES OF VALIDITY

This research compared the validity of two different types of structured interview questions (i.e., experience-based and situational) under tightly controlled conditions. The experience-based interview questions required that 108 study participants relate how they had handled situations in the past requiring skills and abilities necessary for effective performance on the job. Situational questions, administered to another group of 108 study participants, provided interviewees with hypothetical job-relevant situations and asked them how they would respond if they were confronted with these problems. The experience-based interview questions yielded higher levels of validity than the situational questions. Additional analyses showed that the interview added incrementally to the prediction of performance beyond the variance accounted for by a cognitive ability test. There were small differences in subgroup performance (White, Black, Hispanic, male, and female) on the experience-based interview, though it was equally valid for all subgroups.     

RELATIVE CONTRIBUTIONS OF VERBAL, ARTICULATIVE, AND NONVERBAL COMMUNICATION TO EMPLOYMENT DECISIONS IN THE JOB INTERVIEW SETTING

Recruiter ratings of 338 on-campus interviews were used in a discriminant analysis procedure to determine the relative importance of the verbal, articulative, and nonverbal dimensions of communication during the job interview. Correlation of seven variables with the discriminant function indicated that appropriateness of content, fluency of speech, and composure were of greatest importance in contributing to a favorable employment decision. These findings were contrary to the recent literature which has emphasized the importance of nonverbal behavior. Implications for job-interview skills training are discussed, and suggestions for a comprehensive workshop model are presented.     

RECONSIDERING THE EMPLOYMENT INTERVIEW: A REVIEW OF RECENT LITERATURE AND SUGGESTIONS FOR FUTURE RESEARCH

Literature since the last comprehensive review of research on the employment interview is summarized, and suggestions for future studies in this area are described. Major changes in findings regarding the validity of the interview, the impact of applicant sex, and the effect of interviewer characteristics/behavior on applicant reactions, as well as other issues, are reported. Contrary to the widely held belief that the interview has low validity, recent research indicates at least modest validity for this selection tool. Conversely, the effect of the campus interview on applicant reactions has been seriously questioned. Researchers are urged to examine several areas in social psychology, including the literature on attitudes-intentions-behavior, the elaboration likelihood model, and theories of discrimination to achieve greater understanding of the employment interview.     

IDENTIFYING DETERMINANTS OF RETENTION DECISIONS1

Variables from five domains—demography, social background, service history, satisfaction, and performance—were used in a discriminant analysis approach to distinguishing three groups of naval personnel: Those eligible to reenlist who do, those eligible who do not, and those not eligible. Discriminant weights were derived from a sample of 642 first-term enlisted men and cross-validated on a sample of 628. The results indicated that both pre-service characteristics (demography and social background) and in-service experiences (service history, satisfaction, and performance) contributed importantly to prediction of attrition/retention. Potential usefulness of this method, including implications for better understanding and control of manpower turnover were discussed.     

THE IMPLICATIONS OF PROFESSIONAL AND LEGAL GUIDELINES FOR COURT DECISIONS INVOLVING CRITERION-RELATED VALIDITY: A REVIEW AND ANALYSIS

Title VII court cases litigated since 1978 were reviewed to assess the implications of the latest professional and legal guidelines for court deliberations regarding the criterion-related validity of paper-and-pencil tests with adverse impact. Major topics important to an understanding of predictor, criterion, procedural, data analysis, and interpretation issues were examined. Among the major findings were the heavy reliance placed on test development procedures and the reluctance of many judges to accept recent research findings, often contained in professional guidelines, which are inconsistent with those in the Uniform Guidelines on Employee Selection Procedures (1978). Suggestions are offered throughout to guide employers who are interested in successfully conducting or defending a criterion-related validation study.     

THE DETERMINANTS OF DISCIPLINARY DECISIONS: THE CASE OF EMPLOYEE DRUG USE

This study examined the disciplinary decision rules that managers employ when responding to substance abuse violations. We suggested that because of competing perspectives about the role and purpose of disciplinary systems, substantial inconsistency is likely to exist across managers in how they respond to violations. Using policy capturing techniques, we found substantial diversity across the 93 managers studied in how they respond to violations. Further, cluster analysis indicated that we could group the 93 managers into retributive, corrective, individual rights, and mixed clusters. The results also suggest that the type of decision rule that a manager employs is influenced by his/her attitude toward punishment and toward drug use. The implications of these findings for disciplinary programs in general and substance abuse policies in particular are discussed as well.     

THE STATISTICAL DEFINITION OF FAIRNESS IN THE FEDERAL SELECTION GUIDELINES AND ITS IMPLICATIONS FOR MINORITY EMPLOYMENT

The definition of fairness in the guidelines is the same as Cleary's regression model of test bias, which results in a lower proportion of new hires that is minority than the proportion of qualified applicants that is minority. This article explains the disparity, reviews alternative definitions that reduce the disadvantage, and discusses legal arguments. Apparently the guidelines definition is widely disregarded in practice–a color-blind model seems to be the definition generally used by employers. That definition puts minorities at less of a disadvantage than the federal guidelines definition does.     

STRUCTURED INTERVIEWING: RAISING THE PSYCHOMETRIC PROPERTIES OF THE EMPLOYMENT INTERVIEW

A highly structured employment interviewing technique is proposed, which includes the following steps: (1) develop questions based on a job analysis, (2) ask the same questions of each candidate, (3) anchor the rating scales for scoring answers with examples and illustrations, (4) have an interview panel record and rate answers, (5) consistently administer the process to all candidates, and (6) give special attention to job relatedness, fairness, and documentation in accordance with testing guidelines. Examination of psychometric properties for hiring entry-level production employees ( n = 149) reveals high interrater reliability ( r = .88) and predictive validity (uncorrected r = .34, corrected r = .56), as well as evidence for test fairness and utility. The levels of these properties are comparable to those of a comparison battery of typical employment tests, and correlations with the tests suggest that the interview has a strong cognitive aptitude component. Potential explanations for the effectiveness of this structured interviewing technique are discussed.     

A COMPARISON OF PEER-DIRECTED AND TEACHER-DIRECTED EMPLOYMENT INTERVIEW TRAINING FOR MENTALLY RETARDED ADULTS

Interview skills deficits may limit employment prospects of mentally retarded adults. Although numerous papers highlight the importance of interview skills, few have validated effective strategies for use with mentally retarded persons. Further, there has been a lack of research contrasting rival interview skills training strategies. The present study was conducted with two mentally retarded young adults. It contrasted peer-directed instruction, in which both participants were equally deficient in the target skills, with teacher-directed instruction. Results of the investigation indicated that instruction, rehearsal, and feedback may be effective strategies regardless of who provides instruction. Comparisons of teacher-directed and peer-directed instruction indicated little or no difference in the effectiveness of the two procedures. However, the peer-directed procedure involved considerably less staff time than did the teacher-directed procedure.