Job applicant past performance, interpersonal attraction and evaluator attributions in the selection decision process

Phillips, Carl R.; Phillips, Antoinette S.

doi:10.1108/02683949610150042

Cited by 6 publications

(9 citation statements)

References 20 publications

(27 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Another key similarity element refers to the perceived similarity in attitudes, values, perspectives and work habits between raters and ratees. Research examining this factor generally supports Byrne's (1971) view of the relationship between interpersonal attraction or liking and attitudinal similarity (Phillips and Phillips, 1996). That is, attitudinal similarity implies a level of interpersonal attraction or general agreement in views that people find rewarding.…”

Section: Interpersonal Liking and Ratingsmentioning

confidence: 57%

Liking and similarity as predictors of multi‐source ratings

Bates

2002

Personnel Review

View full text Add to dashboard Cite

This study explored the ability of liking and two forms of rater-ratee similarity to predict multi-source proficiency ratings of managerial competencies. Findings from the regression model that included all raters indicated that technical proficiency, rater-ratee liking, demographic and attitudinal similarity about work all were significant predictors of proficiency ratings. For these ratings, attitudinal similarity was the strongest predictor of ratings after technical proficiency. Liking, attitudinal and demographic similarity combined increased explained variance by about one-third over technical proficiency. Regression models, run for each rating source separately, suggested that supervisors, subordinates and peers may weigh performance and interpersonal elements differently, when making performance ratings.

show abstract

Section: Interpersonal Liking and Ratingsmentioning

confidence: 57%

Liking and similarity as predictors of multi‐source ratings

Bates

2002

Personnel Review

View full text Add to dashboard Cite

show abstract

“…Additionally, the similarity hypothesis has been tested beyond laboratory settings where the controlled conditions and the use of bogus strangers limited the generalizability of initial findings. These investigations indicate that similarity accounts for decisions in such organizational settings as performance evaluations (Strauss, Barrick, & Connerley, 2001;Zalesny & Kirsch, 1989), selections (Phillips & Phillips, 1996), negotiations (Graham, Kim, Lin, & Robinson, 1988), and leader-follower relationships (Ashkanasy & O'Connor, 1997). Together, these investigations provide support for the pervasive effect of similarity attraction.…”

Section: Figure 1 Results For Tests Of the Process Modelmentioning

confidence: 82%

Similarity attraction in learning contexts: An empirical study

Varela

Cater

Michel

2011

Human Resource Dev Quarterly

View full text Add to dashboard Cite

This study tests a process model of learning in which trainer and trainee traits are simultaneously considered as endogenous variables of learning outcomes. The article builds on a social view of training (Kraiger, 2008) and similarityattraction paradigms (Byrne, 1971). In this context, we hypothesize that trainer-trainee similarity in personality (agreeableness) engenders social reactions that influence how much trainees learn. To test the study hypotheses, undergraduate students (N ϭ 194) participated in a training program during an academic semester. Results from structural-equation modeling indicate that similarity in personality acted on trainees' emotional states, which, in turn, accounted for trainees' posttraining declarative knowledge. With the use of hierarchical regression procedures, results indicated that personality similarity explained incremental variance of posttraining declarative knowledge beyond modal learning correlates (e.g., cognitive abilities, conscientiousness). Our results provide evidence of a social view of training in which combined attributes of dyads (trainer-trainee) account for learning results that the extant literature primarily relates to individual-level variables (e.g., cognitive abilities). The discussion section addresses theoretical implications of our findings, with special emphasis on compositional approaches of personality. From an applied perspective, we discuss why corporate trainers should consider the role of their personality in training, and we also make suggestions for weighting the effect of personality similarity when evaluating training results.Training may be characterized as a social event (Kraiger, 2008), a series of interpersonal exchanges that enhances a trainee' s ability to understand and further elaborate subject materials. Dialogical theories of learning (Flecha, 2000) argue in this line by placing dialogue and reflection at the core of knowledge acquisition and skill development (Wells, 1999). According to this view, knowledge is transacted; it is negotiated in the contentions occurring in learning events (Palinscar, 1998). Rather than unidirectionally transmitted (from instructors to learners), knowledge is seen as a bipartisan creation of meanings fueled by the exchanges in education. Indeed, educational research indicates that instructors and learners'

show abstract

“…Partners use only a small portion of their allocated time for decision making, and sometimes may be subject to bias (Arvey and Campion, 1982; James and Otsuka, 2009). Past research in psychology has demonstrated that interviewers are influenced by variables including first impressions (dress effect), physical attractiveness, interpersonal attraction, perceived similarity, subjective qualifications, objective qualifications, gender, and attitudes (Byrne, 1971; Keenan, 1977; Gilmore et al , 1986; Raza and Carpenter, 1987; Graves and Powell, 1988; Morrow, 1990; Sharp and Post, 1980; Phillips and Phillips, 1996; Anderson‐Gough et al , 2005; Jawahar and Mattsson, 2005; Hanson and Giannantonio, 2006; Kimmell et al , 2008; Rudolph et al , 2009). However, prior studies have conducted interviewing research based mainly on artificial experimental conditions rather than using actual employment interviews (Cann et al , 1981; Gilmore et al , 1986; Sharp and Post, 1980; Phillips and Phillips, 1996; Jawahar and Mattsson, 2005; Rudolph et al , 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Through a review of the literature (Byrne, 1971; Cohen and Bunker, 1975; Dipboye et al , 1977; Pulakos and Wexley, 1983; Raza and Carpenter, 1987; Graves and Powell, 1988; Morrow, 1990; Sharp and Post, 1980; Phillips and Phillips, 1996; Anderson‐Gough et al , 2005; Jawahar and Mattsson, 2005), seven main independent variables are identified: namely:subjective qualifications;objective qualifications;interpersonal attraction;physical attractiveness;perceived similarity;dress effect; andgender.The dependent variables in this study included:offer subject to further interview group;offer group; andreject group.This study is also the first to use a sophisticated statistical analysis method, multinomial logistic regression, to analyze the new research design. Given the theoretical underpinnings of the present study and the lack of prior studies, it is believed that the results of this study will make a contribution to an understanding of the hiring decisions of experienced auditors in public accounting practices.…”

Section: Introductionmentioning

confidence: 99%

An empirical examination of hiring decisions of experienced auditors in public accounting

Law

Yuen

2011

Managerial Auditing Journal

View full text Add to dashboard Cite

PurposeThis study aims to examine the potential factors influencing the hiring decisions of experienced auditors in public accounting practices in Hong Kong.Design/methodology/approachMultinomial logistic regression is used to analyze the survey data, which is the first time such an approach has been used in the literature. A total of 337 interview rating forms are collected in actual employment interviews from two Big 4 firms. Graves and Powell's hiring model is adapted to this Hong Kong study. Interpersonal attraction theory is employed to assist in analyzing the results.FindingsThe results indicate that subjective qualifications have the highest explanatory power. Big 4 recruiters regard subjective qualifications as important considerations in the evaluation of experienced auditors. Interpersonal attraction is the second most important factor. These findings are consistent with the theory of interpersonal attraction. Perceived similarity and objective qualifications are also perceived as significant factors. Physical attractiveness, dress effect and gender are not found to be factors influencing the hiring decisions, in contrast to the findings of earlier literature in the USA.Originality/valueThese findings indicate that recruiters would look for attributes other than those primarily based on objective qualifications. Job relevant skills, knowledge and demonstrated initiatives are important. The accounting profession could conduct more training programs for auditors to improve and demonstrate their “soft skills” in the interview process so as to enhance their chances of employment, particularly during a recessionary environment.

show abstract

Job applicant past performance, interpersonal attraction and evaluator attributions in the selection decision process

Cited by 6 publications

References 20 publications

Liking and similarity as predictors of multi‐source ratings

Liking and similarity as predictors of multi‐source ratings

Similarity attraction in learning contexts: An empirical study

An empirical examination of hiring decisions of experienced auditors in public accounting

Contact Info

Product

Resources

About