Faculty of Humanities and Social Science > English
STUDENTS' RESEARCH WORK-4, SUPERVISED BY MD. MUSTAFIZUR RAHMAN SAMEEN
Mustafizur rRhman:
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.
Mustafizur rRhman:
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.
Mustafizur rRhman:
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.
Mustafizur rRhman:
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.
Mustafizur rRhman:
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.
Navigation
[0] Message Index
[#] Next page
Go to full version