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Journal articles on the topic "Employment interviewing":
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RALSTON, STEVEN M., and W. RAY THOMASON. "Employment Interviewing and Postbureaucracy." Journal of Business and Technical Communication 11, no. 1 (January 1997): 83–94. http://dx.doi.org/10.1177/1050651997011001006.
Ralston, S. Michael. "I Teaching Effective Employment Interviewing." Bulletin of the Association for Business Communication 51, no. 4 (December 1988): 32–33. http://dx.doi.org/10.1177/108056998805100408.
Kirkwood, William G., and Steven M. Ralston. "Ethics and teaching employment interviewing." Communication Education 45, no. 2 (April 1996): 167–79. http://dx.doi.org/10.1080/03634529609379045.
RALSTON, STEVEN M. "Teaching Interviewees Employment Interviewing Skills." Journal of Business and Technical Communication 9, no. 3 (July 1995): 362–69. http://dx.doi.org/10.1177/1050651995009003005.
Kerr, Daryl L. "Employment Interviewing: a Job Search Course." Bulletin of the Association for Business Communication 55, no. 2 (June 1992): 5–7. http://dx.doi.org/10.1177/108056999205500202.
Ralston, Steven M., and William G. Kirkwood. "Overcoming managerial bias in employment interviewing." Journal of Applied Communication Research 23, no. 1 (February 1995): 75–92. http://dx.doi.org/10.1080/00909889509365415.
Hutchins, Margaret P., and Adelle Renzaglia. "Interviewing Families for Effective Transition to Employment." TEACHING Exceptional Children 30, no. 4 (March 1998): 72–78. http://dx.doi.org/10.1177/004005999803000415.
Smith, Matthew J., Kari Sherwood, Shannon Blajeski, Brittany Ross, Justin D. Smith, Neil Jordan, Leann Dawalt, Lauren Bishop, and Marc S. Atkins. "Job Interview and Vocational Outcomes Among Transition-Age Youth Receiving Special Education Pre-Employment Transition Services." Intellectual and Developmental Disabilities 59, no. 5 (September 22, 2021): 405–21. http://dx.doi.org/10.1352/1934-9556-59.5.405.
Abstract Vocational outcomes among transition-age youth receiving special education services are critically poor and have only incrementally improved since the implementation of the Workforce Innovation Opportunity Act. Few studies highlight whether interviewing may be critical to obtaining vocational outcomes such as competitive employment or internships. This study evaluated vocational interviewing and outcomes among 656 transition-age youth receiving special education pre-employment transition services from 47 schools. Results suggest 20.8% of these youth were currently employed, and 88.8% of these employed youth interviewed prior to obtaining their job, which is higher than anecdotal evidence suggests and speaks to the importance of job interview skills as an intervention target for special education pre-employment transition services. We discuss the implications and directions for further study.
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McDowell, Earl E. "A Survey of Employment Interviewing Practices for Technical Writing Positions." Journal of Technical Writing and Communication 22, no. 3 (July 1992): 273–79. http://dx.doi.org/10.2190/nfnh-w68y-bj5g-w5uq.
This article focuses on recruiters' perceptions of technical writers in terms of what information should be included in cover letters and resumes, as well as the roles of interviewees and interviewers in the employment interview. The results reveal that 1) the interviewee should include information in the cover letter that is not in the resume, that 2) employment history and educational background are the most important parts of the resume, that 3) communication skills, credibility, maturity and work experience are the most important dimensions of the interviewee, and that 4) the interviewer should present an overview of the position, job description, and short-and-long range department goals. Other results are discussed in the article.
Tross, Stuart A. "The effect of interviewee coaching on the structured experience-based interview process and outcomes." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/29578.
Florea, Liviu. "Dispositional and situational predictors of confirmatory behavior in the employment interview." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4754.
Thesis (Ph. D.)--University of Missouri-Columbia, 2007. The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 27, 2007) Vita. Includes bibliographical references.
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Levine, Anne B. "The Structured Employment Interview: An Examination of Construct and Criterion Validity." The University of Waikato, 2006. http://hdl.handle.net/10289/2288.
This study extends the literature on interview validity by attempting to create a structured employment interview with both construct- and criterion-related validity. For this study, a situational interview was developed with the specific purpose of enhancing the interview's construct validity while retaining the interview's predictive power. To enhance the construct validity, two guidelines were applied to the creation of the interview based on previous research in interview and assessment center literature limit the number of applicant characteristics to be rated to 3; and (2) ensure that the dimensions to be measured are conceptually distinct. Based on these two guidelines, three constructs were chosen for assessment of real estate sales agents extraversion, proactive personality and customer orientation. The critical incident technique was used to develop six interview items. To test the construct validity of the interview, the six items were correlated with other measures, specifically, self-report questionnaires and managers' ratings, of extraversion, proactivity and customer orientation. Correlations were weak, at best (rs ranged from -.06 to .25). To test the predictive validity of the interview, the six items were correlated with both objective and subjective measures of performance. Predictive validities were stronger, ranging from .23 to .30. These findings are consistent with previous research on employment interviews which have found that although the predictive validity of the interview is strong, the construct validity is very weak, leaving researchers to wonder what it is that the interview is actually measuring. Possible explanations for these findings are offered, and the implications of these findings are discussed.
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Riley, Shannon A. "Network ties as a predictor of realistic job previews /." View thesis, 2002. http://wilson.ccsu.edu/theses/etd-2002-14/ThesisTitlePage.html.
Thesis (M.S.)--Central Connecticut State University, 2002. Thesis advisor: Glynis Fitzgerald. " ... in partial fulfillment of the requirements for the degree of Master of Science in Organizational Communication." Includes bibliographical references (leaves 61-67). Also available via the World Wide Web.
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Hausdorf, Peter Alexander. "Understanding the impact of pre-interview information on the reliability, validity, accuracy and differential validity of employment interview decisions : comparisons across interview question type, rating scale and scoring protocols /." *McMaster only, 1997.
Lawton, Amy Marie. "The impact of need for cognition on primacy and regency effects in the employment interview." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3292.
The order of interview questions during the interview may influence candidate ratings, giving an unfair advantage to some candidates. This study was done to test the effect of the interviewer's need for cogniton, the desire to use cognitive energy, on primacy and recency effects during the employment interview. A transcript of competency-based behavior description interivew questions was given to nearly 300 participants. Evidence was found for recency effects only, and no significant differences were found that could be attributed to the interviewer's need for cognition.
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Wein-Senghas, Alicia. "Motivational Interviewing in Vocational Rehabilitation: Why it Matters for People with Disabilities." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1619178984086752.
Wawra, Daniela. "Männer und Frauen im Job-Interview eine evolutionspsychologische Studie zu ihrem Sprachgebrauch im Englischen /." Münster : Lit, 2004. http://catalog.hathitrust.org/api/volumes/oclc/57476617.html.
Stafford, Jeremy Owen Sutton Charlotte. "An examination of the relationship between a realistic job preview and job applicants' psychological contract perceptions." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/Stafford_Jeremy_50.pdf.
Book chapters on the topic "Employment interviewing":
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Amsbary, Jonathan Howard, and Larry Powell. "The Employment Interview." In Interviewing in a Changing World, 23–33. Second edition. | New York : Routledge / Taylor & Francis Group, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315113135-2.
Amsbary, Jonathan Howard, and Larry Powell. "The Employment Interview." In Interviewing in a Changing World, 34–50. Second edition. | New York : Routledge / Taylor & Francis Group, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315113135-3.
Shaia, Jacquelyn S., Jonathan Howard Amsbary, and Larry Powell. "Online Employment Interviews." In Interviewing in a Changing World, 51–57. Second edition. | New York : Routledge / Taylor & Francis Group, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315113135-4.
Whetzel, Deborah L., and Michael A. McDaniel. "Employment Interviewing." In Encyclopedia of Applied Psychology, 763–68. Elsevier, 2004. http://dx.doi.org/10.1016/b0-12-657410-3/00289-0.
Gordon, Nathan J., and William L. Fleisher. "Pre-employment Interviewing." In Effective Interviewing and Interrogation Techniques, 251–56. Elsevier, 2019. http://dx.doi.org/10.1016/b978-0-08-102610-6.00018-1.
Gordon, Nathan J., and William L. Fleisher. "Pre-employment Interviewing." In Effective Interviewing and Interrogation Techniques, 233–38. Elsevier, 2011. http://dx.doi.org/10.1016/b978-0-12-381986-4.00015-8.
Flood, Julee T., and Terry L. Leap. "Establishing a Career in Academia." In Managing Risk in High-Stakes Faculty Employment Decisions, 28–51. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501728952.003.0002.
The recruitment, selection, and evaluation of faculty are covered in this chapter. An examination of the research on interviewing, background checks, and other selection criteria is set forth based on the perspectives of industrial and organizational psychologists. The structure of academic ranks and the way in which faculty move through these ranks and achieve (or do not achieve) promotion and tenure.
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"Case of David: Presenting Issues—Substance Abuse, Employment." In Interviewing and Diagnostic Exercises for Clinical and Counseling Skills Building, 131–40. Routledge, 2004. http://dx.doi.org/10.4324/9781410611796-22.
Moore, Imogen, and Craig Newbery-Jones. "6. Studying law: Developing (Legal) Skills." In The Successful Law Student: An Insider's Guide to Studying Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198757085.003.0006.
This chapter discusses the general skills for employment that the student will develop while studying law. It will also focus on some of the more specific ‘legal’ skills they will acquire. General skills are true transferable skills. This means that they are applicable in most, if not all, spheres of employment. These include collaboration/teamwork, problem solving, researching (hardcopy and digital) and referencing, decision making, time management, project management; and oral, written and digital communication. Subject-specific skills are the employability skills that are relevant to specific types of employment or academic subjects. These include advocacy, negotiation skills, client interviewing, letter writing, and legal research.
Conference papers on the topic "Employment interviewing":
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Merritt, James, and Robert Smith. "Early Success for Pipeline Safety Research With Universities." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64043.
In 2013, the Pipeline and Hazardous Materials Safety Administration (PHMSA) implemented a new cooperative agreement program entitled the Competitive Academic Agreement Program (CAAP). The CAAP initially was modeled after similar existing private and public sector based university programs where students themselves competed to participate in a limited number of publicized student intern programs. After just three years, CAAP is breathing further innovation into PHMSA’s pipeline safety research endeavors. One difference between CAAP and the traditional university student research model is that the professors directing students under CAAP have control over the number and educational level of the students entering into the program. This promotes a “Team Approach,” which today’s pipeline industry sees as an added value when interviewing potential job applicants. The CAAP is intended to spur innovation through enabling an academic research focus on high risk and high payoff solutions for wide ranging pipeline safety challenges. The CAAP is different in focus, execution and reporting than PHMSA’s core program on Pipeline Safety Research. It is intended to potentially deliver desired technical or scientific/quantitative solutions that can be “handed-off” for further investigations in future year CAAP applications or used in PHMSA’s core Research, Development and Demonstration (RD&D) program, which employs partnerships with a variety of public/private organizations. Another goal for CAAP is to expose undergraduate, MS and PhD research students to subject matter related to their educational area of focus, while addressing pipeline safety challenges. This approach is illustrating how their engineering or technical discipline is highly desired and needed across the pipeline field. The pipeline industry and federal/state regulators are all experiencing low numbers of entry level applications to positions that are engineering or technically focused. Public conferences, meetings and journals have identified similar shortfalls. This paper will describe the level of CAAP investment and focus areas to date; illustrate how efforts to expose student research to industry enhances employment opportunities; and comment on where promising innovations are coming from due to these research endeavors.
Reports on the topic "Employment interviewing":
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.
The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
