Does stress impact technical interview performance?

Purpose: Investigative interviews are complex, dyadic, activities typically studied by focusing on developing techniques to improve witness performance. However, in field settings, interviewers are known to vary in their presentation of good interviewing practice. Thus, it is important to conduct research reflective of complex idiosyncrasies in witnesses, interviewers and unique pairings of both. This study explores such sources of variation in an by making use of a 'round-robin' design. Such methodology allows the statistical demonstration of individual difference and unique partner-generated variance in interview performance. Methods: In our study, a total of 45 witnesses were questioned about five real crime videos. After witnessing each event, witnesses were interviewed by a different interviewer (or a computer self-administered interview). In total, nine 'rounds' of interviews occurred, with five new witnesses being interviewed in the same five interview settings (resulting in 225 interviews). After each interview both interviewers and witnesses were asked to complete subjective interview experience ratings. The quality (grain size) and quantity of information in the statements was coded to index witness report accuracy. Results: Principally, the results demonstrate the degree to which witnesses and interviewers affect statement quality, and highlight the influence of unique interviewer-witness pairs. (Participant personality and interviewer behaviour were also analysed, but with limited effects). Conclusion: This study presents the useful round-robin methodology for studying interviewer-witness behaviour. Whilst the current personality and behavioural measures do not account for these individual differences, we advocate this methodology be adopted more widely to better understand interview performance.

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The Relationship Between Career Adaptability and Job-Search Self-Efficacy of Graduates: The Bifactor Approach

Journal of Career Assessment ◽

10.1177/10690727211002281 ◽

2021 ◽

pp. 106907272110022

Author(s):

Marijana Matijaš ◽

Darja Maslić Seršić

Keyword(s):

Job Search ◽

Self Efficacy ◽

Cross Sectional Study ◽

Sem Analysis ◽

Bifactor Model ◽

Specific Factor ◽

General Factor ◽

Career Adaptability ◽

Cross Sectional ◽

Interview Performance

Career adaptability is an important resource for dealing with career transitions such as the transition from university to work. Previous research emphasized the importance of focusing on career adapt-abilities instead only on general career adaptability. The aim of this research was to investigate whether career adaptability can be conceptualized as a bifactor model and whether general and specific dimensions of career adaptability have a relationship with job-search self-efficacy of graduates. In an online cross-sectional study, 667 graduates completed the Career Adapt-Abilities Scale and Job Search Skill and Confidence Scale. The CFA analysis showed that the bifactor model of career adaptability had a good fit where general factor explained most of the items’ variance. The SEM analysis revealed that general career adaptability and the specific factor of confidence positively correlated with job-search and interview performance self-efficacy. Control only correlated with interview performance self-efficacy. Neither concern nor curiosity showed a significant relationship with job-search and interview performance self-efficacy.

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Socioeconomic Status and Mock Interview Performance among Prospective Medical School Applicants

Journal of Health Care for the Poor and Underserved ◽

10.1353/hpu.2020.0011 ◽

2020 ◽

Vol 31 (1) ◽

pp. 105-114

Author(s):

Brittany N. Burton ◽

Angele S. Labastide ◽

Bannet N. Muhoozi ◽

Christian G. Lopez-Ramos ◽

Alpha T. Anders ◽

...

Keyword(s):

Socioeconomic Status ◽

Medical School ◽

Interview Performance

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Hierarchy stability moderates the effect of status on stress and performance in humans

Proceedings of the National Academy of Sciences ◽

10.1073/pnas.1609811114 ◽

2016 ◽

Vol 114 (1) ◽

pp. 78-83 ◽

Cited By ~ 31

Author(s):

Erik L. Knight ◽

Pranjal H. Mehta

Keyword(s):

Stress Reduction ◽

Stress Responses ◽

General Pattern ◽

High Status ◽

Job Interview ◽

Stress Buffering ◽

Joint Influence ◽

The Social ◽

Interview Performance ◽

And Performance

High social status reduces stress responses in numerous species, but the stress-buffering effect of status may dissipate or even reverse during times of hierarchical instability. In an experimental test of this hypothesis, 118 participants (57.3% female) were randomly assigned to a high- or low-status position in a stable or unstable hierarchy and were then exposed to a social-evaluative stressor (a mock job interview). High status in a stable hierarchy buffered stress responses and improved interview performance, but high status in an unstable hierarchy boosted stress responses and did not lead to better performance. This general pattern of effects was observed across endocrine (cortisol and testosterone), psychological (feeling in control), and behavioral (competence, dominance, and warmth) responses to the stressor. The joint influence of status and hierarchy stability on interview performance was explained by feelings of control and testosterone reactivity. Greater feelings of control predicted enhanced interview performance, whereas increased testosterone reactivity predicted worse performance. These results provide direct causal evidence that high status confers adaptive benefits for stress reduction and performance only when the social hierarchy is stable. When the hierarchy is unstable, high status actually exacerbates stress responses.

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Does Applicant Personality Influence Multiple Mini-Interview Performance and Medical School Acceptance Offers?

Academic Medicine ◽

10.1097/acm.0b013e31826102ad ◽

2012 ◽

Vol 87 (9) ◽

pp. 1250-1259 ◽

Cited By ~ 35

Author(s):

Anthony Jerant ◽

Erin Griffin ◽

Julie Rainwater ◽

Mark Henderson ◽

Francis Sousa ◽

...

Keyword(s):

Medical School ◽

Interview Performance ◽

Multiple Mini Interview

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Communication skills scores of medical students and interview performance 3 years later

Health Education Journal ◽

10.1177/0017896918770228 ◽

2018 ◽

Vol 77 (7) ◽

pp. 849-854

Author(s):

Lan-Ting Lee ◽

Shu Hui Cheng ◽

Chii-Jeng Lin ◽

Mei Hung Chi ◽

I Hui Lee ◽

...

Keyword(s):

Medical Students ◽

Communication Skills ◽

Medical Curriculum ◽

Clinical Interview ◽

Initial Assessment ◽

Inpatient Setting ◽

Real Patient ◽

Student Interactions ◽

Psychiatry Department ◽

Interview Performance

Objective: Communication skills are important, but the evaluation of these skills in the medical curriculum remains inconsistent. The aim of this study was to explore the relationship between the communication skills scores of junior medical students following curricula with different module evaluations and the clinical interview performance of the same students in a psychiatry department in their fifth year. Design: Prospective evaluation of communication and clinical interview skills. Setting: Medical school and psychiatry department inpatient setting. Method: The communication skills scores of 208 medical students in their second year (between 2009 and 2011) and their performance in interviews with patients in a psychiatry department in their fifth year (between 2012 and 2014) were assessed. Initial assessment was undertaken on the basis of problem-based learning (PBL) performance, evaluation of performance during conversation with patients, a related oral presentation and written report, students’ self-rating and a peer rating. Extra marks were given if students completed an optional special report inspired by the curriculum. To assess the interview performance of fifth-year medical students, the mini-Clinical Evaluation Exercise (mini-CEX) was used, together with weekly case-based discussions and the observation of a clinical interview with a real patient. Results: Tutors’ evaluations of the junior medical students’ performance during role-play ( ρ = .22, p = .001), its related reciprocal assessment ( ρ = .18, p = .010) and an extra-effort task ( ρ = .18, p = .009) as part of the communication skills curriculum were significantly correlated with the students’ later performance in a clinical interview with a patient. Conclusion: Observation of student interactions and motivations along with reciprocal peer evaluations offer better measures of communication skills in medical education than are oral presentations, self-ratings and conversations with real patients.

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Expanding Organizational Research Methods

Transformative Practice and Research in Organizational Communication - Advances in Business Strategy and Competitive Advantage ◽

10.4018/978-1-5225-2823-4.ch010 ◽

2018 ◽

pp. 168-183

Author(s):

Sarah Jane Blithe ◽

Anna Wiederhold Wolfe

Keyword(s):

Data Analysis ◽

Research Methods ◽

Sex Workers ◽

Qualitative Data ◽

Interview Data ◽

Organizational Research ◽

Partial Data ◽

Interview Performance ◽

Temporal Shifts

Collecting qualitative data in organizations is a complex and messy process which produces subjective, performed, and partial data. In this chapter, the authors argue that analyzing “ruptures” in organizational interview data—paying attention to absences, exits, unspoken feelings, and temporal shifts--can enrich the researcher's understanding by making visible multiple aspects of the data which might otherwise have been overlooked. Examining ruptures draws attention to jarring disjunctures and previously unseen angles often missed through traditional data analysis. Drawing from interview data with brothel owners and sex workers in Nevada's legal brothels, the authors present two main contributions to qualitative organizational research: (1) the benefits of analyzing ruptures in organizational interview performances and transcripts and (2) a challenge to organizational researchers to take seriously their emotions during the interview performance.

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