Recently there has been increased interest in using employment interviews to judge personality (Christiansen, 2005; Powell & Goffin, 2009). However, not all personality traits are accurately detected. Previous research has demonstrated that Neuroticism is a trait that is difficult to correctly identify (Lippa & Dietz, 2000; Powell & Goffin, 2009; Watson, 1989). Neuroticism differs from the other Big Five traits because it is more affective in nature. It is proposed that those that are superior at detecting emotions in others will be better at judging Neuroticism in others. The purpose of the current research is to examine the relationship between emotional intelligence(specifically accuracy at detecting emotions) and accuracy in making personality judgments. A significant relation was found between emotional intelligence and accuracy in detecting Neuroticism. Implications for research and practice are discussed.

No description available.

Thesis (M.App.Psy.)--University of Waikato, 2006. / Includes bibliographical references (leaves 44-51) Also available via the World Wide Web.

The profession of nursing is experiencing a shortage of qualified nursing professionals. Hospitals understaffed with nurses are likely to experience several negative consequences including low quality care, which places the health and safety of patients at risk. In order to ensure an effective selection process for hospital nurses, a structured situational interview, developed using a content validation approach, was validated using a criterion-related approach. Interviews that have a high degree of structure consistently demonstrate higher predictive validities with job performance than do interviews with less structure. The structured situational interview in this study had a high degree of structure and was developed after a job analysis was completed. Interviewee responses were evaluated using a behavioral summation scale. The results of the current study confirmed the hypothesis that there would be a positive relationship between nursing student interview scores and Grade Point Average, thus indicating that the structured interview should be useful in the selection of professionals in the field of nursing. However, the observed validity coefficient (r = .29) was lower than expected based on a review of previous research on the criterion-related validity of structured situational interviews. It is recommended that future research with this instrument use a larger sample of nurse incumbents as participants and nurse managers as interviewers. Additional interview items, developed following a content validity approach, would likely increase the reliability and the validity of the interview

This dissertation investigates the complex dynamics of digital communication, highlights the unique stressors it places on college students with attention-deficit/hyperactivity disorder (ADHD), and advocates for adopting interdisciplinary methods to enhance their participation in online communication environments. While online interviewing has become increasingly common in the employment domain, it poses unique difficulties for individuals with ADHD, who may struggle with self-regulation and communication skills. Due to the absence of physical presence, online interviews pose a significant challenge to individuals in perceiving and responding to the nuanced range of non-verbal cues, which can greatly impact the effectiveness of their communication. To advance this investigation, the dissertation presents three manuscripts examining the self-regulation behaviors of college students with ADHD during online job interviews. It also proposes strategic interventions to alleviate their challenges and actively participates in the discussion on empowering these individuals to navigate the digital communication realm successfully. The first manuscript provides a comprehensive literature review of the current use of technology in higher education to prepare students with disabilities for online interviewing. The second manuscript presents a research study investigating self-regulation behaviors in students with ADHD during simulated online interviews using physiological measurements. The third manuscript focuses on how postsecondary educators can integrate self-regulation and aspects of neuroscience in their daily pedagogy. Overall, the results from these chapters illustrate the specific challenges faced by students with ADHD in online interviews and emphasize the significance of self-regulation strategies. By equipping students with effective self-regulation skills, postsecondary institutions can enhance their employment opportunities and overall success. These manuscripts contribute to a broader understanding of ADHD, self-regulation, and online interactions, informing future research and support strategies in the evolving context of virtual employment interviews.

Indiana University-Purdue University Indianapolis (IUPUI) / Initial research on structuring the interview process investigated structure’s impact on the interview’s psychometric properties (e.g., reliability and validity). In contrast, the empirical literature has begun to consider the impact of increased interview structure on job applicant reactions to the interview and the companies that utilize them. Current research has studied the effects of interviewer characteristics on applicant reactions and the effects of different types of selection procedures on applicant fairness reactions. In addition, while studies have examined the impact of applicants’ perceived control on their reactions to selection procedures, few studies have examined this impact specifically for the employment interview. Given the widespread use of the interview in selection, this study adds to current research by focusing on applicant reactions to four elements of the interview identified as being salient to applicants (i.e., the degree to which the interviewee perceives that applicants are asked the same questions, the use of situational or behavioral type questions, controlling the use of ancillary information by the interviewer, and the degree to which questions from the applicant are controlled). In addition, this study focused on need for control as a moderator of the relationships between interview structure and fairness perceptions, recommendation intentions, and acceptance intentions. Participants consisted of 161 students voluntarily participating in three different interviewing scenarios: unstructured, semi-structured, and structured interviewing scenario. The participants completed post-interview measures asking them about their perceptions of fairness, their intention to recommend the company to others, and their intention of accepting an offer if one is made by the company. Although the hypothesized relationships between elements of structure and applicant evaluations of the interview were largely not supported, the results did indicate that student applicants perceived semi-structured and structured interviews to be fairer than unstructured interviews. In addition, the results suggest that more structured interviews may lead to lower behavioral intent to recommend the job to others or accept a job offer. Implications of the results are discussed in terms of how interview structure relates to the candidates’ perception of fairness, recommendation intentions, and acceptance intentions.