scholarly journals An Investigation of Interviewer Note Taking in the Field

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Jacob Fischer ◽  
James Breaugh
Keyword(s):  
Job Performance ◽  
Direct Effect ◽  
Structured Interview ◽  
Job Applicants ◽  
Level Of Detail ◽  
Performance Ratings ◽  
Work Setting ◽  
Note Taking ◽  
And Performance ◽  
Interviewer Ratings

Although a key component of a structured interview is note taking, relatively few studies have investigated the effects of note taking. To address this lack of research, we conducted a study that examined the effects of note taking in a work setting. As predicted, we found that the total number of notes taken by interviewers and the level of detail of these notes were positively related to the ratings these interviewers gave to job applicants, that interviewer ratings of applicants who were hired were predictive of their job performance ratings, and that interviewer ratings mediated the relationships between note taking and performance ratings (i.e., the number of notes and their level of detail did not have a direct effect on performance ratings). We also showed that, if uncontrolled, interviewer nesting can result in misleading conclusions about the value of taking detailed notes.

Perspectives on the Relationship Between Job Performance and Ratings of Job Performance

2008 ◽  
Vol 1 (2) ◽  
pp. 197-205 ◽  
Author(s):  
Kevin R. Murphy
Keyword(s):  
Job Performance ◽  
Performance Appraisal ◽  
Performance Ratings ◽  
Future Research ◽  
Research And Practice ◽  
Organizational Interventions ◽  
Psychometric Models ◽  
And Performance ◽  
The Relationship ◽  
Dynamic Phenomena

The comments and suggestions prompted by K. R. Murphy’s (2008) description of alternate models of the relationship between job performance and ratings of job performance reflect 3 broad themes: (a) the relationship between performance appraisal and performance measurement, (b) the best psychometric models for understanding performance ratings, and (c) the appropriateness of static measures for dynamic phenomena. This paper comments on these 3 themes and suggests directions for future research and practice in performance appraisal that focuses on rater goals, organizational interventions to improve the accuracy and value of ratings, and assessments of the value of performance ratings as criteria.

Explaining the Weak Relationship Between Job Performance and Ratings of Job Performance

2008 ◽  
Vol 1 (2) ◽  
pp. 148-160 ◽  
Author(s):  
Kevin R. Murphy
Keyword(s):  
Job Performance ◽  
Factor Models ◽  
Performance Ratings ◽  
Performance Rating ◽  
Negative Consequences ◽  
Measurement Instruments ◽  
Multifactor Models ◽  
Weak Relationship ◽  
Correction For Attenuation ◽  
And Performance

Ratings of job performance are widely viewed as poor measures of job performance. Three models of the performance–performance rating relationship offer very different explanations and solutions for this seemingly weak relationship. One-factor models suggest that measurement error is the main difference between performance and performance ratings and they offer a simple solution—that is, the correction for attenuation. Multifactor models suggest that the effects of job performance on performance ratings are often masked by a range of systematic nonperformance factors that also influence these ratings. These models suggest isolating and dampening the effects of these nonperformance factors. Mediated models suggest that intentional distortions are a key reason that ratings often fail to reflect ratee performance. These models suggest that raters must be given both the tools and the incentive to perform well as measurement instruments and that systematic efforts to remove the negative consequences of giving honest performance ratings are needed if we hope to use performance ratings as serious measures of job performance.

scholarly journals Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning

2021 ◽  
Author(s):  
Janneke van de Pol ◽  
Selia N. van den Boom-Muilenburg ◽  
Tamara van Gog
Keyword(s):  
Direct Effect ◽  
Text Learning ◽  
Cue Utilization ◽  
Effective Interventions ◽  
Monitoring Accuracy ◽  
Effect Monitoring ◽  
Within Subjects ◽  
Learning From Texts ◽  
And Performance ◽  
Cue Availability

AbstractThis study investigated teachers’ monitoring and regulation of students’ learning from texts. According to the cue-utilization framework (Koriat, in Journal of Experimental Psychology, 126, 349–370, 1997), monitoring accuracy depends on how predictive the information (or cues) that teachers use to make monitoring judgments actually is for students’ performance. Accurate monitoring of students’ comprehension is considered a precondition for adaptive regulation of students’ learning. However, these assumptions have not yet been directly investigated. We therefore examined teachers’ cue-utilization and how it affects their monitoring and regulation accuracy. In a within-subjects design, 21 secondary education teachers made monitoring judgments and regulation decisions for fifteen students under three cue-availability conditions: 1) only student cues (i.e., student’s name), 2) only performance cues (i.e., diagrams students completed about texts they had read), and 3) both student and performance cues (i.e., student’s name and completed diagram). Teachers’ absolute and relative monitoring accuracy was higher when having student cues available in addition to diagram cues. Teachers’ relative regulation accuracy was higher when having only performance cues available instead of only student cues (as indicated by a direct effect). Monitoring accuracy predicted regulation accuracy and in addition to a direct effect, we also found and indirect effect of cue-availability on regulation accuracy (via monitoring accuracy). These results suggest that accurate regulation can be brought about both indirectly by having accurate monitoring judgments and directly by cue-utilization. The findings of this study can help to refine models of teacher monitoring and regulation and can be useful in designing effective interventions to promote teachers’ monitoring and regulation.

scholarly journals Employment Lapses and Subsequent Hiring Disadvantages: An Experimental Approach Examining Types of Discrimination and Mechanisms

2021 ◽  
Vol 7 ◽  
pp. 237802312110198
Author(s):  
Katherine Weisshaar
Keyword(s):  
Labor Market ◽  
Job Performance ◽  
Experimental Approach ◽  
Cognitive Biases ◽  
Job Applicants ◽  
Survey Experiment ◽  
Hiring Decisions ◽  
Positive Information ◽  
Employment Gaps ◽  
Types Of Information

Employment interruption is a common experience in today’s labor market, most frequently due to unemployment from job loss and temporary lapses to care for family or children. Although existing research shows that employment lapses cause disadvantages at the hiring interface compared to individuals with no employment disruptions, competing theories predict different mechanisms explaining these hiring penalties. In this study, the author uses an original conjoint survey experiment to causally assess perceptions of fictitious job applicants, focusing on a comparison of unemployed applicants and nonemployed caregiver applicants, who left work to care for family, to currently employed applicants. The author examines whether disadvantages for job applicants with employment gaps are receptive to positive information (and therefore represent a form of “informational bias”) or are resistant to information (reflecting “cognitive bias”) and further assesses which types of information affect or do not affect levels of bias in fictitious hiring decisions. Results show that positive information on past job performance and social skills essentially eliminates disadvantages faced by unemployed job applicants, but nonemployed caregiver applicants remain disadvantaged even with multiple types of positive information. These findings suggest that unemployed applicants face informational biases but that nonemployed caregiver applicants face cognitive biases that are rigid even with rich forms of positive or counter-stereotypical information. This study has implications for understanding the career consequences of employment disruption, which is especially relevant to consider in light of labor market disruptions during the recent pandemic.

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