Voluntary attendance at an interview coaching session was positively related to situational interview performance, controlling for job knowledge, motivation to do well, race, and sex of 213 candidates applying for promotion into several police and fire department jobs in a large city. Discrete preparation strategies (e.g., participation in study groups, participation in role-playing) were related to participation in coaching and also were related to interview performance beyond what could be accounted for by coaching participation, shedding some light on the potential efficacy of specific preparation strategies for enhancing success in situational interviews. Most notably, coaching attendance and preparation by interviewees were positively associated with a tendency to use strategies in the interview that enhanced the organization of interviewees' answers, and this organization was positively associated with performance in the interview.
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SummaryCoaching interviewees to perform in employment interviews can influence the interview scores. We describe different types of coaching, emphasizing interventions designed to focus interviewees on core, interview-relevant content and to help them convey the content accurately (as opposed to interventions designed to teach interviewees to manipulate their scores using peripheral means). We then study the effects of the former type of intervention in relation to the criterion-related validity of a structured employment interview. In a combined sample of 146 public safety job incumbents, a predictive validation study was conducted using scores from a situational panel interview. Predictive validity and reliability was observed to be higher in a sample of coached interviewees compared to a sample of uncoached interviewees. Implications for future research and practice in organizational behavior are discussed.
This field study examined perceived stereotype threat in a promotion context using a written job knowledge test. The authors hypothesized that race and ethnic identity would predict perceptions of stereotype threat and that the effect of stereotype threat on test performance would be mediated by state anxiety and specific self-efficacy in a specified sequential order. Using structural equation modeling analyses of data from two public safety departments in a metropolitan city indicated support for this model. However, the stereotype threat effect was small, which may be because of the use of a job knowledge test, a promotion sample, or the composition of the applicant pool. Noteworthy contributions include the use of a self-report measure of stereotype threat, inclusion of two mediator variables in a theory-based sequence, and a test of the stereotype threat effect in an actual employment context.
We describe a scientist–practitioner collaboration around a structured employment interview coaching program. This description includes information on how the program was developed and applied, the program content, connections with past literature, and a description of context. We also provide rich anecdotal information and surveys on reactions by users as well as input from the community and various other constituencies. We also describe scientific research on this intervention that has examined its various effects. The specific project goals were to (a) provide assistance to promotion candidates in preparing for a structured panel interview and to survey employee reactions to the program, (b) determine whether the intervention had an effect on interview performance and what preparation and response strategies in a structured interview seemed to be associated with performance, and (c) provide these benefits without negatively influencing validity and reliability of interview procedures, and if possible, enhance these psychometric characteristics. The information provided here can assist those who want to apply this type of intervention successfully in other selection settings.
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