Asynchronous video interviews in selection: A systematic review and five empirical investigations

It has become very popular to conduct employment interviews using new digital technologies, including synchronous and even asynchronous video interviews. In contrast to this wide usage in practice, less is known about how these technologies influence psychometric properties and selection outcomes. Findings gained from traditional face-to-face interviews cannot easily be transferred to digital interview formats. In addition, scholars have recently called for increased theory development to overcome the numerous limitations of cross-media comparisons and explain why and how technology should influence selection outcomes. While a variety of theories on media usage, media choice and media adaption exist, their applicability and explanatory value for technology usage in the area of employment interviews is rarely addressed. The present dissertation addresses this notable gap in the literature through both a systematic review of conceptional frameworks on technology usage in employment interviews as well as empirical results on understudied digital interview formats. In doing so, it identifies promising avenues for future research and provides information for HR practitioners about how to design their selection systems. More specifically, the current dissertation encompasses a comprehensive review of technology usage in employment interviews and five empirical studies on the specific format of asynchronous video interviews. The review integrates several theoretical perspectives on the topic, including the unitary perspective on technology-enhanced interviews, major theoretical directions in media research, and research on differences in psychometric properties and selection outcomes due to technology, into a comprehensive working model. The empirical portion of the dissertation presents five exploratory studies on asynchronous video interviews that explore research questions on blind spots in the literature or address urgent issues concerning the use of technology in today’s selection practice. The first study addresses interrater agreement and the importance of structured evaluation formats in a nonapplicant sample of N = 111 participants. The second study investigates the influence of social bandwidth on the accuracy of interview ratings in a sample of non-applicants with N = 279 participants. The third study provides first results on the validity of asynchronous video interviews in the field of high-stakes selection with N = 899 real applicants. The fourth study assesses the impact of personalized communication via video messages on applicant reactions in asynchronous video interviews with a non applicant sample of N = 98 participants. Finally, the fifth study explores rating inflation due to preparation time in a non-applicant sample of N = 51 participants. This dissertation contributes to the literature in several ways: The review provides an up-to-date, multi-perspective overview of the field and integrates several previous research strands into a single framework on technology usage in employment interviews. The empirical studies provide promising initial results concerning the psychometric properties of asynchronous video interviewing, specifically with respect to reliability and validity, but also highlight possible pitfalls--like rating inflation--that might appear when preparation time is introduced into the process design. In addition, the studies further highlight the extraordinary importance of structure in interviews, even though further study is required to better understand the exact nature of the relationship between structure and technology in employment interviews

Beyond "black" & "white"

Die Diplomarbeit geht der Frage nach, inwieweit Literatur als Mittel zum interkulturellen Lernen im Englischunterricht dienen kann. Modelle des interkulturellen Lernens im Fremdsprachenunterricht werden beleuchtet. Weiters erfolgt eine Diskussion des rezeptionsästhetischen Lesens und seine Rolle im Zusammenhang mit interkulturellem Lernen. Die Didaktisierung anhand von Malorie Blackmans Roman Noughts and Crosses veranschaulicht die Theorie in der Praxis

Proceedings of the 2nd Conference on Production Systems and Logistics (CPSL 2021)

Proceedings of the CPSL 202

Quantitative human reliability assessment in Marine Engineering Operations

Marine engineering operations rely substantially on high degrees of automation and supervisory control. This brings new opportunities as well as the threat of erroneous human actions, which account for 80-90% of marine incidents and accidents. In this respect, shipping environments are extremely vulnerable. As a result, decision makers and stakeholders have zero tolerance for accidents and environmental damage, and require high transparency on safety issues. The aim of this research is to develop a novel quantitative Human Reliability Assessment (HRA) methodology using the Cognitive Reliability and Error Analysis Method (CREAM) in the maritime industry. This work will facilitate risk assessment of human action and its applications in marine engineering operations. The CREAM model demonstrates the dynamic impact of a context on human performance reliability through Contextual Control Model controlling modes (COCOM-CMs). CREAM human action analysis can be carried out through the core functionality of a method, a classification scheme and a cognitive model. However, CREAM has exposed certain practical limitations in its applications especially in the maritime industry, including the large interval presentation of Human Failure Probability (HFP) values and the lack of organisational factors in its classification scheme. All of these limitations stimulate the development of advanced techniques in CREAM as well as illustrate the significant gap between industrial needs and academic research. To address the above need, four phases of research study are proposed. In the first phase, the adequacy of organisation, one of the key Common Performance Conditions (CPCs) in CREAM, is expanded by identifying the associated Performance Influencing Factors (PIFs) and sub-PIFs in a Bayesian Network (BN) for realising the rational quantification of its assessment. In the second phase, the uncertainty treatment methods' BN, Fuzzy Rule Base (FRB) , Fuzzy Set (FS) theory are used to develop new models and techniques' that enable users to quantify HFP and facilitate the identification of possible initiating events or root causes of erroneous human action in marine engineering operations. In the third phase, the uncertainty treatment method's Evidential Reasoning (ER) is used in correlation with the second phase's developed new models and techniques to produce the solutions to conducting quantitative HRA in conditions in which data is unavailable, incomplete or ill-defined. In the fourth phase, the CREAM's prospective assessment and retrospective analysis models are integrated by using the established Multiple Criteria Decision Making (MCDM) method based on, the combination of Analytical Hierarchical Process (AHP), entropy analysis and Technique for Order Preference by Similarity to the Ideal Solution (TOPSIS). These enable Decision Makers (DMs) to select the best developed Risk Control Option (RCO) in reducing HFP values. The developed methodology addresses human actions in marine engineering operations with the significant potential of reducing HFP, promoting safety culture and facilitating the current Safety Management System (SMS) and maritime regulative frameworks. Consequently, the resilience of marine engineering operations can be further strengthened and appreciated by industrial stakeholders through addressing the requirements of more safety management attention at all levels. Finally, several real case studies are investigated to show end users tangible benefits of the developed models, such as the reduction of the HFPs and optimisation of risk control resources, while validating the algorithms, models, and methods developed in this thesis

1984 June, Memphis State University bulletin

Vol. 73, No. 1 of the Memphis State University bulletin containing the undergraduate catalog for 1984-85, 1984 June.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1159/thumbnail.jp

Factors influencing students’ choice to enter private education institute undergraduate full-time programmes in Singapore

This study sought to discover key underlying factors influencing students’ choice to enrol with Private Education Institutes (PEI) in Singapore to develop their Higher Education (HE) needs. Despite the vast literature on factors influencing students’ choice to pursue HE, many do not explicitly examine PEIs, and there are few contemporary studies in Singapore. This study highlights varying definitions and perceptions of private HE worldwide, suggesting that country-specific factors influence students’ choices. It explores key factors influencing students’ choice for HE at Singapore PEIs.This qualitative study was guided by an Interpretative Phenomenological Analysis (IPA) perspective that took an insider’s view of participants’ lived experiences. In-depth interviews were used to gain unique insights from nine former Singapore full-time PEI undergraduate students, discovering key factors influencing their enrolment.Data analysis revealed that parental expectation, support, and accessibility appeared to be pivotal influences that rested on an entrenched cultural fabric of meritocracy and status, with strong social conventions and norms guiding and driving behaviour. The study developed several themes that strongly influenced participants’ decision to enrol in a PEI in Singapore; parents, friends, employability, cost, and availability of alternatives were vital factors influencing participants. The discovery of cultural conventions and norms as underlying influence factors appears to be a unique contribution to knowledge.This study further contributes a conceptual framework that highlights how the influencing factors relate to and affect each other, resulting in participants’ decision to enrol in a Singapore PEI. It is anticipated that the findings allow a better appreciation of factors that may assist PEIs to improve in different aspects of their business. It provides a conceptual framework that hopes to guide PEIs in developing policies that may help improve the sector

Telling choices: an exploration of the gender imbalance in participation

In this thesis I address the research question: how is it that people come to choose mathematics and in what ways is this process gendered? This question arises out of the on-going gendered pattern of participation in mathematics beyond compulsory education in England and out of wider concerns about the ways in which inequalities are reproduced through individuals' choices. I draw on the findings of a qualitative research project, involving interviews with 43 young people (all but one aged between 16 and 19) and observations of their AS-level mathematics classes. The research participants are drawn from seven classes in three London institutions: a comprehensive school, a sixth form college and a further education college. Working within a framework drawing on feminism, post-structuralism and psychoanalysis, I argue that identity in general, and gender in particular, is a project and one that is achieved in interaction with others. By analysing the interviews as narratives of self, I examine in detail the ways in which choosing to do or to reject mathematics can become part of this project; that is how this choice can be read as a way of doing gender. I analyse the ways that students work the socio-cultural discourses about mathematics into their own identity work. The discourses that are most central to this process construct mathematics as 'hard', a proof of intelligence, certain, objective, associated with genius, and a signifier of social incompetence. I argue that these are oppositional and gendered. They inscribe mathematics as masculine. Thus they make it more problematic for girls and women to identify with the subject and so to succeed at and to choose it

1985 April, Memphis State University bulletin

Vol. 74, No. 1 of the Memphis State University bulletin containing the undergraduate catalog for 1985-86, 1985 April.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1160/thumbnail.jp