Relationship of coaching with performance in situational employment interviews.

Maurer, Todd J.; Solamon, Jerry M.; Troxtel, Deborah D.

doi:10.1037/0021-9010.83.1.128

Cited by 40 publications

(51 citation statements)

References 26 publications

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“…A search of the literature failed to identify any other studies on the effects of retesting on interview scores. In terms of coaching, two of three published studies found a positive effect on interview performance, 9 , 10 whereas the third 11 showed no effect.…”

Section: Discussionmentioning

confidence: 96%

Does practice make perfect? The effect of coaching and retesting on selection tests used for admission to an Australian medical school

Griffin

Harding

Wilson

et al. 2008

Medical Journal of Australia

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Objective: To assess the practice effects from coaching on the Undergraduate Medicine and Health Sciences Admission Test (UMAT), and the effect of both coaching and repeat testing on the Multiple Mini Interview (MMI). Design, setting and participants: Observational study based on a self‐report survey of a cohort of 287 applicants for entry in 2008 to the new School of Medicine at the University of Western Sydney. Participants were asked about whether they had attended UMAT coaching or previous medical school interviews, and about their perceptions of the relative value of UMAT coaching, attending other interviews or having a “practice run” with an MMI question. UMAT and MMI results for participants were compared with respect to earlier attempts at the test, the degree of similarity between questions from one year to the next, and prior coaching. Main outcome measures: Effect of coaching on UMAT and MMI scores; effect of repeat testing on MMI scores; candidates’ perceptions of the usefulness of coaching, previous interview experience and a practice run on the MMI. Results: 51.4% of interviewees had attended coaching. Coached candidates had slightly higher UMAT scores on one of three sections of the test (non‐verbal reasoning), but this difference was not significant after controlling for Universities Admission Index, sex and age. Coaching was ineffective in improving MMI scores, with coached candidates actually having a significantly lower score on one of the nine interview tasks (“stations”). Candidates who repeated the MMI in 2007 (having been unsuccessful at their 2006 entry attempt) did not improve their score on stations that had new content, but showed a small increase in scores on stations that were either the same as or similar to previous stations. Conclusion: A substantial number of Australian medical school applicants attend coaching before undertaking entry selection tests, but our study shows that coaching does not assist and may even hinder their performance on an MMI. Nevertheless, as practice on similar MMI tasks does improve scores, tasks should be rotated each year. Further research is required on the predictive validity of the UMAT, given that coaching appeared to have a small positive effect on the non‐verbal reasoning component of the test.

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Section: Discussionmentioning

confidence: 96%

Does practice make perfect? The effect of coaching and retesting on selection tests used for admission to an Australian medical school

Griffin

Harding

Wilson

et al. 2008

Medical Journal of Australia

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“…The results of one field study (Maurer, Solamon, & Troxtel, 1998) suggested that interview coaching is related to higher interview performance. More studies are needed to demonstrate effectiveness of the practice of career coaching.…”

Section: Researchmentioning

confidence: 99%

Career Coaching: Practice, Training, Professional, and Ethical Issues

Chung

Gfroerer

2003

The Career Development Quart

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“…Insert actual ability increases might lead to practice or coaching effects (Maurer, Solamon, & Troxtel, 1998;Sackett et al, 1989). In terms of enhanced scores due to familiarity with the test, examinees may develop a better understanding of the format of the exam and the types of questions involved and may develop "tricks" to aid in responding to test questions.…”

Section: Test Repetitions and Training Performancementioning

confidence: 99%

Retaking ability tests in a selection setting: Implications for practice effects, training performance, and turnover.

Hausknecht¹,

Trevor²,

Farr³

2002

Journal of Applied Psychology

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This field study investigated the effect of retaking identical selection tests on subsequent test scores of 4,726 candidates for law enforcement positions. For both cognitive ability and oral communication ability selection tests, candidates produced significant score increases between the 1st and 2nd and the 2nd and 3rd test administrations. Furthermore, the repeat testing relationships with posthire training performance and turnover were examined in a sample of 1,515 candidates eventually selected into the organization. As predicted from persistence and continuance commitment rationales, the number of tests necessary to gain entry into the organization was positively associated with training performance and negatively associated with turnover probability. the 1st and 2nd and the 2nd and 3rd test administrations. Furthermore, the repeat testing relationships with posthire training performance and turnover were examined in a sample of 1,515 candidates eventually selected into the organization. As predicted from persistence and continuance commitment rationales, the number of tests necessary to gain entry into the organization was positively associated with training performance and negatively associated with turnover probability. Retaking Ability Tests 3The area of employment-related test preparation is undergoing considerable growth.Moreover, many employers, particularly those in the public sector, allow job applicants to retake employee selection tests. Thus, it is important to gauge, in the employment realm, the effectiveness and implications of what is commonly referred to as test coaching and practice.Although some research has addressed whether coaching and practice generally yield improvements in ability test scores (Kulik, Bangert-Drowns, & Kulik, 1984; and although more recent studies have examined test preparation courses in such contexts as college admission decisions (e.g., Briggs, 2001), no research exists on ability test practice in an employee selection context. Consequently, the important issue of whether retaking such selection tests might change test scores and subsequent hiring decisions has been, as of yet, unexplored. In addition, retaking these tests may have implications that extend beyond employee selection. In this study, we examined cognitive ability and oral communication ability selection tests to understand how scores change with repeat administrations. Furthermore, we investigated whether retaking such tests is related to posthire training performance and employee turnover.Thus, the purpose of this article is threefold. First, we examined the relationship between test practice and test scores. Drawing from research in educational psychology and other fields, we attempted to extend to employment settings the prior findings concerning practice effects on cognitive ability test scores. We also investigated a potential practice effect on oral communication ability test scores for the same sample. Second, we investigated the relationship between the number of attempts to gain entr...

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Relationship of coaching with performance in situational employment interviews.

Cited by 40 publications

References 26 publications

Does practice make perfect? The effect of coaching and retesting on selection tests used for admission to an Australian medical school

Does practice make perfect? The effect of coaching and retesting on selection tests used for admission to an Australian medical school

Career Coaching: Practice, Training, Professional, and Ethical Issues

Retaking ability tests in a selection setting: Implications for practice effects, training performance, and turnover.

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