After over 50 years of research, the panel interview remains an important yet controversial tool for personnel selection. Previous narrative and metaanalytic reviews have yielded conflicting results concerning its reliability and predictive validity. Furthermore, no review has focused exclusively on the panel interview. By examining the features and psychometric property of the panel interview, we can not only add to the scholarly literature but also determine important, research-based applications for the practitioner. We have derived an eight-step panel interview procedure from previous research. Utilizing this procedure as an organizing framework, this review highlights various features of the panel interview including: setting, struc ture and scoring anchors, question type, training, and rating combination method. Each of these features is discussed in terms of interview trends and in relation to reliability and validity. Practical implications and directions for future research also are addressed. A fter nearly 50 years of research, examining the overall utility of the panel inter view continues to be important, especially given its wide use in the public sector and apparent growing use in the private sector. For practitioners, con siderations such as cost, face validity, adverse impact, and legal defensibility are impor tant when choosing tools for selecting employees. 1 For example, practitioners have argued that the personnel costs (in terms of hours spent interviewing) are greater for panel interviews than those of the individual interview. These costs, however, might be offset by the greater predictive and face validity of panel interviews. 2 In addition, panel interviews may increase buy-in among incumbents regarding the ultimate selec tion decision.^ By examining the features and psychometric properties of panel inter views, we can determine important, research-based implications for the practitioner. One may argue that after 50 years, we have learned all we can about panel inter views. However, based on past meta-analyses, narrative reviews, and empirical research, it is clear that much investigation remains. In spite of the intuitive appeal Downloaded from prompting the use of panel interviews, research findings have generally yielded equiv ocal results. 4 While some meta-analyses have determined panel interview validity to be as high as .44,5 others have found it to be a dismal -.04. 6 In fact, one meta-analysis reported different results depending on the studies utilized. 7 Furthermore, while a number of narrative reviews have been conducted on inter views as a selection device, it is quite surprising that no review, to date, has focused exclusively on the panel interview. Most of the past research has focused either on the individual versus the panel interview 8 or on the interview versus other selection devices? Thus, while others have offered advice to the practitioner concerning the use of the panel interview 10 they have based their suggestions on reviews of mixed types of interviews or on an...
Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...
The Importance of Work in an Age of Uncertainty: The Eroding Work Experience in America presents insights from Americans who share their experiences related to critical issues concerning work alongside relevant literature describing the psychological impact of work. The author argues for a need to infuse psychological perspectives while including workers' voices into research concerning labor and work issues. These voices are from those on the front lines of rapid workforce changes. Furthermore, he argues that, holistically, Americans will see no advancement toward a "just and dignified approach to working" without including those workers who are most affected (p. 193). The purpose of the text is to extend readers beyond an economic view of numbers and data in articulating work and labor issues through rich narratives from people about their work experiences. The author points to decades of missed opportunities in research that have failed to capture working Americans' voices; sadly, he explains, economics has been the defining force informing public policies concerning work and how society understands it. This point and the central thesis that all workers deserve dignified and accessible employment serve as motivating forces behind this piece.Blustein leverages interview data and his experience as a therapist, career counselor, professor, and researcher in psychology and workforce development to inform the writing and convey Americans' psychological experiences concerning work. The book consists of a preface, nine chapters, notes, and an index. Each chapter begins with an introduction composed of historical or personal frames of reference for the material. Interview vignettes and emerging themes follow this section. The final part of each chapter introduces more recent psychological and sociological research, which aids further insight into work during periods of uncertainty, such as recessions and job eliminations due to technological advances.Chapter 1 embraces the significant role work plays in fulfilling psychological and social needs, while Chapter 2 explores human ambition for survival. Thus, combining the research presented in Chapter 1 and the vignettes in Chapter 2 permits readers to visualize Maslow's hierarchy of needs. Blustein presents stories concerning individuals' struggles for financial security after the Great Recession, which correlates to the hierarchy's safety and physiological needs. Chapter 3 expands the discussion of needs, explaining that being with others is key to an individual's well-being. Blustein also devotes attention to emerging constructs that impede the benefits of working with others, such as automation and harassment.Chapter 4 explores how individuals construct meaning and purpose in life and connect with the greater social good through work. These narratives offer a glimpse into the lives of those experiencing a deep connection to work, the social impacts of work, or those who struggle to find work. Bluestein discusses the experience of individuals' motivation for working in...
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