Dear Computer on My Desk, Which Candidate Fits Best? An Assessment of Candidates’ Perception of Assessment Quality When Using AI in Personnel Selection

Recently, with the increase in technological capabilities and the need to reduce bias in candidate selection processes, artificial intelligence (AI)-based selection procedures have been on the rise. However, the literature indicates that candidate reactions to a selection process need to be considered by organizations that compete for employees. In this study, we investigate reactions to AI-based selection procedures in a three-dimensional vignette study among young adults in Germany. By investigating the effects of the dimensions of AI complexity, intangibility, and reliability on the perceived quality of assessment of potential candidates, we found that AI complexity and intangibility impact the perceived quality of assessment negatively when the candidates’ knowledge, strengths, and weaknesses should be assessed. We also found interactive relationships of all three dimensions for the assessment of motivation. In sum, results indicate that candidates are skeptical toward the assessment quality of AI-intense selection processes, especially if these assess complex assessment criteria such as personality or a job performance forecast. Hence, organizations need to be careful when implementing AI-based selection procedures. HR implications are made on the basis of these results to cope with negative candidate perceptions.

Experiencing the future: preservice teacher perceptions of the solution-focused brief coaching approach

PurposeThe purpose of this study was to describe teacher candidate perceptions of the influence of solution-focused brief coaching (SFBC) sessions on movement toward self-identified outcomes. The SFBC approach emanated from the London-based organization BRIEF: The Centre for Solution Focused Practice (BRIEF, n.d.).Design/methodology/approachThis qualitative study engaged ten participants in two SFBC sessions. In the first coaching session, participants identified a “preferred future” and described what would be happening when it came to fruition. Coaches employed SFBC elements such as the “miracle question,” scaling questions, descriptions of strengths and recognition of resources already in place (Iveson et al., 2012). In the second session, following coaching, participants shared their perceptions and experiences of the SFBC process.FindingsAll participants reported movement toward desired outcomes, and their perceptions of the SFBC process revealed five themes: an increase in positive emotion, enhanced self-efficacy, value in the co-construction of their preferred future, the coaching process as a catalyst for actualizing their preferred future and adoption of a solution-focused lens in other contexts.Originality/valueThis study answers the call for additional research in three areas: it provides data from completed SFBC sessions, examines participant follow-up on progress toward their preferred futures and provides insight regarding the coaching relationship dynamic. In addition, it provides qualitative findings for the SFBC approach, which have traditionally been dominated by quantitative results.

Culture, Confidence, and Crêpes Sucrées: Exploring Teacher Candidate Perceptions of Francophone Homestay Community Leadership Experiences

This study examines the perceptions of two groups of teacher candidates (TCs) who had participated in a 2-week, French immersion homestay Community Leadership Experience (CLE) in rural Trois-Pistoles, Quebec, Canada. Based on individual participant interviews, the co-authors, who also each served as a Faculty Facilitator for several of these CLE trips (2015-2020), present thematic findings surrounding the five components (homestay, school placements, community volunteering, cultural workshops/events, and Quebec City trip), and perceived benefits of the program including accessibility, language acquisition and improvement, cultural awareness, self-confidence, career planning re-assessment (division/program), and future employability advantages.

Benefits and Feasibility of Using Videos to Assess Medical School Applicants’ Empathetic Abilities in Multiple Mini Interviews

Purpose We sought to evaluate the feasibility and benefits of using video-based scenarios in Multiple Mini Interviews (MMIs) to assess candidate’s empathic abilities by investigating candidate perceptions and the acceptability, fairness, reliability, and validity of the test. Methods The study sample was candidates for admission interviews held in the MMI format at a medical school in South Korea. In this six-station MMI, one station included a 2-min video clip of a patient-doctor communication scenario to assess candidate emphatic abilities, whereas paper-based scenarios were used in the other stations. Candidate’s perceptions and acceptability of using the video-based scenario in the empathy station were examined using a 41-item post-MMI questionnaire. Fairness of the test was assessed by means of differences in candidate perceptions and performance across different demographics or backgrounds. Construct validity was assessed by examining the relationship of candidate performances in the empathy station with those in other stations. The G-coefficient was analyzed to estimate the reliability of the test. Results Eighty-two questionnaires were returned, a 97.6% response rate. Candidates showed overall positive perceptions of the video-based scenario and they found it authentic and interesting. The test was fair as there were no differences in candidates’ perceptions of the patient-doctor relationship presented in the video clip and neither in their performance nor in their perceived difficulty of the station across demographics or backgrounds. Construct validity was established as candidate performance in the empathy station was not associated with that of any other stations. The G-coefficient was 0.74. Conclusions The present study demonstrates that the video-based scenario is a feasible tool to assess candidate’s empathy in the MMI.

Use of video vignettes to assess medical school applicants’ empathetic abilities in Multiple Mini Interviews

Background: This study examined the feasibility of using a Multiple Mini Interview (MMI) station featuring a video-based case to assess empathic abilities of medical school applicants. Methods: The study sample was composed of candidates who participated at admission interviews held in the MMI format at a medical school in South Korea. In this six-station MMI, one station included a 2-minute video clip of a doctor-patient communication situation to assess candidate emphatic abilities, and paper scenarios were used in the other five stations. Acceptability of the use of video-based case in the MMI by candidates was examined by investigating their perceptions of the MMI and the video-based case using a 41-item post-MMI questionnaire. Fairness of the test was assessed by means of differences in candidate perceptions and performance across different demographics or backgrounds. Construct validity was assessed by examining the relationship of candidate scores in the empathy station with those in other stations. The G-coefficient was analyzed to estimate reliability of the test. Results: Eighty-two questionnaires were returned, a 98.8% response rate. Candidates showed overall positive perceptions of the video-based case, which did not differ across demographics or backgrounds. There were no differences in candidates’ perceptions of the patient-doctor relationship presented in the video. Candidate performance in the empathy station was not affected by individual demographics or backgrounds. Nor candidate performance in the empathy station was associated with that of any other stations. The G-coefficient was 0.83, which demonstrated high reliability. Conclusions: The present study illustrates the feasibility of using the video-based case in MMIs to assess candidates’ empathetic abilities.