STUDENTS' RESEARCH WORK-4, SUPERVISED BY MD. MUSTAFIZUR RAHMAN SAMEEN

Author Topic: STUDENTS' RESEARCH WORK-4, SUPERVISED BY MD. MUSTAFIZUR RAHMAN SAMEEN  (Read 1086 times)

Offline Mustafizur rRhman

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REFERENCES

References

   Allen, T. D., Facteau, J. D., &Facteau, C. L. (2004). Structured interviewing for OCB: Construct validity, faking, and the effects of question type. Human Performance, 17,1−24. Armour, S. (2005, February). Pregnant workers report growing discrimination. USA Today. Retrieved July 15, 2008, from http://www.usatoday.com/money/workplace/2005-02-16-pregnancy-bias-usat_x.htm

   Arthur, W., Jr., &Villado, A. J. (2008). The importance of distinguishing between constructs and methods when comparing predictors in personnel selection research and practice. Journal of Applied Psychology, 93, 435−442.

   Arthur, W., Jr., Woehr, D. J., &Maldegen, R. (2000). Convergent and discriminant validity of assessment center dimensions: A conceptual and empirical examination of the assessment construct-related validity paradox. Journal of Management, 26, 813−835.
   Bauer, T. N., Truxillo, D. M., Paronto, M. E., Weekley, J. A., & Campion, M. A. (2004). Applicant reactions to different selection technology: Face-to-face, interactive voice response, and computer-assisted telephone screening interviews. International Journal of Selection and Assessment, 12, 135−148.
   Becton, J. B., Field, H. S., Giles, W. F., & Jones-Farmer, A. (2008). Racial differences in promotion candidate performance and reactions to selection procedures: A field study in a diverse top-management context. Journal of Organizational Behavior, 29, 265−285.

   Bernardin, H. J., Cooke, D. K., & Villanova, P. (2000). Conscientiousness and agreeableness as predictors of rating leniency. Journal of Applied Psychology, 85, 232−236. Berry, C. M., Sackett, P. R., & Landers, R. N. (2007). Revisiting interview-cognitive ability relationships: Attending to specific range restriction mechanisms in meta-analysis. Personnel Psychology, 60, 837−874.

   Blackman, M. C. (2002). The employment interview via the telephone: Are we sacrificing accurate personality judgments for cost efficiency? Journal of Research in Personality, 36, 208−223.

   Blackman, M. C., & Funder, D. C. (2002). Effective interview practices for accurately assessing counterproductive traits. International Journal of Selection and Assessment, 10, 109−116.

   Bozionelos, N. (2005). When the inferior candidate is offered the job: The selection interview as a political and power game. Human Relations, 58, 1605−1631. Bragger, J. D., Kutcher, E., Morgan, J., & Firth, P. (2002). The effects of the structured interview on reducing biases against pregnant job applicants. Sex Roles, 46, 215−226. Brtek, M. D., &Motowidlo, S. J. (2002). Effects of procedure and outcome accountability on interview validity. Journal of Applied Psychology, 87, 185−191.
   Buckley, M. R., Jackson, K. A., Bolino, M. C., Veres, J. G., III, & Field, H. S. (2007). The influence of relational demography on panel interview ratings: A field experiment.Personnel Psychology, 60, 627−646.

   Camp, R., Schulz, E., Vielhaber, M., & Wagner-Marsh, F. (2004). Human resource professionals' perceptions of team interviews. Journal of Managerial Psychology, 19, 490−505. Campion, M. A., Palmer, D. K., & Campion, J. E. (1997). A review of structure in the selection interview. Personnel Psychology, 50, 655−702.

   Carless, S. A., &Imber, A. (2007). The influence of perceived interviewer and job organizational characteristics on applicant attraction and job choice intentions: The role of applicant anxiety. International Journal of Selection and Assessment, 15, 359−371.

   Chapman, D. S., Uggerslev, K. L., & Webster, J. (2003). Applicant reactions to face-to-face and technology-mediated interviews: A field investigation. Journal of Applied Psychology, 88, 944−953.

   Chapman, D. S., & Zweig, D. I. (2005). Developing a nomological network for interview structure: Antecedents and consequences of the structured selection interview. Personnel Psychology, 58, 673−702.

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RECOMMENDATIONS

After the interpretation and studying about this most important topic we have some suggestion through which we can make our student more skillful and at the same time make them fit for surviving in the competitive world.

   First of all, motivational campaign should be arranged for students to make them confident about themselves.
   Secondly, students have to build up the tendency to read something along with his/her academic books. And obviously he/she has to be arranged some basic information about the company or industry before going there to sit for interviews.
   Then students have to learn properly about the etiquette of job interview and must have to practice it for his bright future.
   Students have to attend different types of workshop and seminar to make them comfortable before the unknown people.
    Academic teacher have to play a role to make there student suitable for the competitive world. In order to do this teacher have to provide proper guidance for the students.
   Students must have to learn how to write a good and well organized CV or Resume. Because this is the first step to enter the corporate world.


   

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Don’t have the habit of study
 Most of the student thinks that they get a good grade in his graduation or post-graduation degree that’s why he can easily passed the interview. But the fact different all of them did not gain the result as they think of. Even they did not study about the company where they going to sit for an interview and failed to answer any question regarding the company.

Lack of proper Guidance 
This is also true that a proper guidance can leads a man in the right track and for the students of University level a teacher can play an important role to make a student fit for the competitive job market. Here we found that teacher does not play his/ her role to guidance them .They only deals with the academic syllabus and books. For this student has gain a bookish knowledge but not fit for surviving.


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FINDINGS
The presentation and the interpretation of the study leads to the inferences that “How to Develop Job Interview Skills” is an important question to all the students and job seeker. Every year a huge number of students become graduate and all of them are worried about their future. Although the students are well equipped with academic knowledge but they have a lack of proper guidance and planning for their job as well as job interview.
It is mandatory to say that academic knowledge is only the ticket or entry pass through which a job seeker can sit for the job interview but they must have to be more skillful to present him/her selves suitable before the interviewee. Here I would like to mention some real fact for which most of the students does not do well in their interview session. And this presentation is obviously according to my research and the study of previous research by different researcher.
Lack of Proper knowledge

Our study about the students point out that most of the students has the academic knowledge but they are ignore about the knowledge of  corporate level. Even they don’t know which sector is suitable for him/her or how to prepare him for that. In some cases we found that most of the student does not know how to write a well-organized CV or Resume.
Lack of Confidence

Lack of confidence is one of the most important reason for which most of the interviewer failed to grab the attention of interview board member. Even they failed to present them before the interview board.

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Then we asked student that “do you feel nervous when yousit for an interview”?
Students Table: 6
Question   Choices   Score   Percentage
Do you know the etiquettes of job interview?    Yes   55   78%
   No   5   8%
   Never   3   4%
   sometime   7   10%

Number of students: 70
Students Table: 6 shows that majority of the student feel nervous when they sit for an interview.Around 78% students said that they feel nervous. Only 5% student said that they did not feel nervous. This is one of the common lacking to make him adjustable in the mean atmosphere.
Students Table: 7
Question   Choices   Score   Percentage
Does your teacher give you tips for your job interview?    Yes   30   43%
   No   25   35%

   sometime   15   22%

Number of students: 70 

Here student Table: 7 represent that in some cases academic teacher helps them through his/her valuable speech but in statistics this is small in number 43% student said that teacher gives them valuable tips about job interview and 22% said that rarely there teacher talked about this and rest of the student said that “NO” teacher did not give them any tips about this they only deals with the academic books.
Our next question to the students is “do you study about the company before going to sit for interview”?

Students Table: 7
Question   Choices   Score   Percentage
Do you study about the company before going to sit for interview?   Yes   15   22%
   No   55   68%

Number of students: 70
Students Table: 6 shows that majority of the student around 68% students don’t have the habit of study about the target company. Only 22% students study before going to sit for an interview.





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Our next question for the students is do you know the etiquettes of job interview?
Student Table: 4
Question   Choices   Score   Percentage
Do you know the etiquettes of job interview?    Yes   25   36%
   No   45   64%

 Number of students: 70
Student table: 4 indicate that 64% students have no knowledge about the etiquettes of job interview skills only 36% students are aware about this. That’s why most of the time they have to harass by the interviewee. This is one of the most influential skills for the job seeker. This skill helps a candidate to represent himself before the interview board.
After that we asked student that do you know what is grooming and the dress code for an interview.
Student Table: 5
Question   Choices   Score   Percentage
Do you know what is grooming and dress code for a job interview?   Yes   16   22%
   No   45   64%
   Something   9   13%

Number of student: 70
Student Table: 5 represent that most of the student who are seeking job don’t know about the grooming and dress code. Around 64% students don’t know about this. Only 22% students know about this matter and rest of 13% knows something about this. This is one of the common matters for which students have to face problems and they disqualified from the interview board.

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Presentation and interpretation of findings
Students Questionnaires:
The student’squestionnaires contained eight items which were concerned with the student’s opinions on different aspects of “How to Develop Job Interview Skills”. The responses of the 70 students are recorded and discussed item wise as follows:
The first question to the students was posed as ‘your education qualification?’
Student Table: 1
Question   Choices   Score   Percentage
What is your academic background?   B.A   25   36%
   M.A   45   64%
   
Number of students – 70
The above student table: 1 indicates that the participants of this research work were all educated. 64% are the students of (M.A), and 36% are the students of (B.A). All the students are academically fit for different types of job but they faced problem in their interview session.
The second question to the students was put as ‘How many interview you have faced till now?’
Student Table: 02
Question   choices   Score   Percentage
How many interview you have faced till now?   In number 1   20   28%
   In number 2   *****   *****
   In number 3   15   21%
   In number 4   ******   ******
   More than 4time   30   42%
   Never   5   7%

Number of Students: 70
Students Table: 02 indicates that 42% students attend interview more than four time, 21% students attend interview three times, 28%  students  attend  interview for first time and rest of the 7% student never attend any interview. Though they are academically fit for job interview but all of them are not attend the same.
Our third question for the students is set to know their ability about writing a CV or Resume which is the pre step to apply for a job/ sit for an interview.
Students Table: 3
Question   choices   Score   Percentage
Do you know how to write a CV or Resume?   Yes   15   21%
   No   40   57%
   Slightly   5   7%
   Nothing about this   10   14%

Number of student: 7o
Student Table : 3 present  a statistics before us that about 57% student who are seeking job does not know how to write a well-organized CV or Resume which is the pre action for the job placement. Only 21% know how to write a CV or Resume, 7 % knows slightly and rests of the 14% have no idea about this.

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Presentation and interpretation of findings

“How to Develop Job Interview Skills”
Data collection and analysis
The data for the study were collected from 100 students of different university including Daffodil International University, Green University Bangladesh, and Bangladesh University of Business & Technology. We set a question paper to know their experience and their problems which they faced in their job interviews. We set 8-10 questionnaires for the students and the teacher and they individually give their own opinion on that question paper. 

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RESEARCH DESIGN AND METHODOLOGY

Subjects:

This study was conducted with 70 university students randomly selected from different universities including Daffodil International University, Green University Bangladesh, and Bangladesh University of Business & Technology.

INSTRUMENTS:

To address and explore the research questions, a quantitative method including two questionnaires, one for the teachers and other for the students was exploited.
Each of the questionnaires consisted of eight items related to the research topic stated in the introduction.

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The employment interview has also been a popular topic among researchers for almost 100 years and is still garnering considerable research interest. Notably, numerous meta-analyses have revealed that structured” interviews can display relatively high levels of validity without the adverse impact typically found with cognitive ability tests (Conway, Jako, & Goodman, 1995; Huffcutt& Arthur, 1994; Huffcutt& Roth, 1998; McDaniel, Whetzel, Schmidt, & Maurer, 1994; Wiesner&Cronshaw, 1988; Wright, Lichtenfels, &Pursell, 1989). While we have learned much about the employment interview, currentresearch activity suggests that more remains to be uncovered. In the last six years since Posthuma, Morgeson and Campion's (2002)comprehensivereview of the employment interview literature, over 100 new articles have appeared in journals andbooks examining the interview.
In addressing the goals of this paper, I took a number of steps to identify research studies on employment interviews published in the last six years. Keyword searches (i.e., interview, employment interview, selection interview) of the PsycINFO, ABI-inform, and Google Scholar databases were conducted. In addition, PsycINFO searches by name of all authors in this review's reference section were performed. Manual article-by-article searches of all journals listed in the references were performed since 2002. Finally, the reference sections of all articles were examined for additional relevant published articles. From this search, I found that researchers have predominantly focused on the interview itself, and on the interviewer indirectly, in an effort to understand how adding interview process structure affects the reliability and validity of interviewer judgments as well as the underlying constructs assessed within the framework of the employment interview. Because the employment interview is an interactional social process between the interviewer and applicant, recent studies have also explored the characteristics and behaviors of applicants and interviewers. This paper is organized around the overarching themes of reliability, validity and construct breadth, within a social framework.


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Review of Literature
Employment interviews are a popular selection technique from many viewpoints. In organizations around the world, employment interviews continue to be one of the most frequently used methods to assess candidates for employment (Ryan, McFarland, Baron, & Page, 1999; Wilk&Cappelli, 2003). Among organizational decision-makers, interviews have been found tobe the assessment method most preferred by supervisors (Lievens, Highhouse, & De Corte, 2005) and human resources (HR) practitioners (Topor, Colarelli, & Han, 2007). Moreover, applicants perceive interviews as fair as compared to other selection procedures (e.g., Hausknecht, Day, & Thomas, 2004) and applicants expect interviews as part of a selection process (e.g., Lievens, De Corte, &Brysse, 2003). In fact, from an applicant's perspective, obtaining a job interview is fundamental to job search success(Saks, 2006).

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INTRODUCTION

In today’s employment world, it is more important than ever to have strong interviewing skills. The most common reason for this is that college graduation rates are increasing and you will be leaving your academic institution with more competition. If you fail at your interview or fail to make a good impression it could cost you an opportunity. Job interviews can be a nerve-wracking experience for the applicant and a time-consuming exercise for the hiring company. However, they play a key role in determining whether the company and candidate will make an effective match. As such, the interviewing process provides a great deal of value for the company and candidate alike.   
This paper is mainly attempted to identify the problems for which students are faced problem on their job interview and at the same time try to give some solution and advice about the technique and strategy through which they can improve their job interview skills.


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ABSTRACT

This following paper explores ‘’How to Develop Job Interview Skills” as well as find out some fundamental problems which most of the interviewers faces on their job interviews. Now a day the world is moving so first and we are belong to the commercial era. After completing graduation most of the students tried to get involve into a job and sit for interviews in a several institute. In order to bestow our students satisfactory who are seeking a suitable job in the job market, we have to minimize the limitations and find out some effective way to do well in the interviews.
This paper focuses on the subject matter through taking consent from the students and also from the researcher point of view. This paper will represent the problems and solution before the readers to improve the problems which they generally face in their interview time.

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Acknowledgement

At first we would like to thank the almighty Allah for giving us the opportunity and capability to complete this research. Then we would like to thank our parents for all the sacrifices that they have made on our behalf. Wewishes to express sincere appreciation to Mr. Md.MustafizurRahman, Assistant Professor, Department of English, Faculty of Humanities and Social Science, Daffodil International University for his assistance in the preparation of this manuscript.
In addition, special thanks to Daffodil International University, Green University Bangladesh, & Bangladesh University of Business & technology. We also would like to show our hardest thanks to all the students who willingly give us their consent on the selected topic.
At the end we would like to express appreciation to our friends and seniors who have given their opinions, information and suggestions to complete this research.

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Contents


SL NO   Content   Page Number
1   Table of Contents   Page-1
2   Acknowledgement   Page-2
3   Abstract   Page-3
4   Introduction   Page-4
5   Literature Review   Page-(5-7)
6   Research Design & Methodology   Page-8
7   Presentation & interpretation of findings   Page-(9-13)
8   Findings   Page-
9   Recommendations   Page-01
10   References   Page-01