Showing papers on "Semi-structured interview published in 1994"
TL;DR: Some of the measures used by a research team to overcome threats to validity and reliability of a semi-stmctured interview exploring the perceptions and needs of continuing professional education among nurses in practice in two district health authorities are discussed.
Abstract: BARRIBALL K . L. & WHILE A. (1994) 328-335 Collecting data using a semi-structured interview: a discussion paper This paper discusses some of the measures used by a research team to overcome threats to validity and reliability of a semi-stmctured interview exploring the perceptions and needs of continuing professional education among nurses in practice in two district health authorities. lournal of Advanced Nursing 19,
1,470 citations
TL;DR: In this article, a meta-analytic review of the validity of the employment interview is presented, which is based on 245 coefficients derived from 86,311 individuals, and it is shown that interview validity depends on the content of the interview (situational, job related, or psychological), how the interview is conducted (structured vs. unstructured; board vs. individual), and the nature of the criterion (job performance, training performance, and tenure; research or administrative ratings).
Abstract: This meta-analytic review presents the findings of a project investigating the validity of the employment interview. Analyses are based on 245 coefficients derived from 86,311 individuals. Results show that interview validity depends on the content of the interview (situational, job related, or psychological), how the interview is conducted (structured vs. unstructured; board vs. individual), and the nature of the criterion (job performance, training performance, and tenure; research or administrative ratings). Situational interviews had higher validity than did job-related interviews, which, in turn, had higher validity than did psychologically based interviews. Structured interviews were found to have higher validity than unstructured interviews. Interviews showed similar validity for job performance and training performance criteria, but validity for the tenure criteria was lower. The interview is a selection procedure designed to predict future job performance on the basis of applicants' oral responses to oral inquiries. Interviews are one of the most frequently used selection procedures, perhaps because of their intuitive appeal for hiring authorities. Ulrich and Trumbo (1965) surveyed 852 organizations and found that 99% of them used interviews as a selection tool. Managers and personnel officials, especially those who are interviewers, tend to believe that the interview is valid for predicting future job performance. In this article, we quantitatively cumulate and summarize research on the criterion-related validity of the employment interview. Our purpose in this article is threefold. First, we summarize past narrative and quantitative reviews of criterion-related validity studies of the employment interview. Second, we report research that extends knowledge of the criterion-related validity of interviews through meta-analyses conducted on a more comprehensive database than has been available to earlier investigators. Third, we examine the criterion-related validity of different categories of interviews that vary in type and in structure.
715 citations
TL;DR: Conceptual clarification regarding different types of group interviews is offered and case examples are analyzed to highlight important methodologic issues in the application of group Interviews to community health research.
Abstract: Scholarly development of group interview techniques within the social sciences has lagged behind the rapid popularization of this method. This article offers conceptual clarification regarding different types of group interviews and analyzes case examples to highlight important methodologic issues in the application of group interviews to community health research. Selected problem areas and desirable future directions in the refinement of group interview methods are discussed. An appendix traces the historical development of focus group interviews in social science research.
118 citations
TL;DR: A description of how the telephone interview may be used to collect data in both qualitative and quantitative studies and how textual data that arises from the use of telephone interviews may be analysed by computer is described.
115 citations
TL;DR: In this article, the authors examine a transcript of an interview between a sociological researcher and an educational psychologist, in which psychological referrals and the 'work problems' associated with them are discussed.
Abstract: We review the ubiquitous remedial perspective evident in methodological discussions of the interview and we explicate the presuppositions of such discussions. We contrast this perspective with a view of interviews as interactional events, the organization of which is locally managed and practically accomplished. We then examine a transcript of an interview between a sociological researcher and an educational psychologist, in which psychological referrals and the 'work problems' associated with them are discussed. The analysis is divided into two main parts. In the first we consider the sequential ordering of the cases discussed in the interview. In the second we examine some formulating work through which recognizably sociological data is produced. We show how the 'logic' of educational psychological work is incarnate to the interview and the practices through which it is accomplished.
112 citations
TL;DR: This article investigated the advantage of the cognitive interview over standard interview procedures and found that 60% more correct information was recalled by interviewees when interviewed using cognitive interviews than did those interviewed using standard interviews.
Abstract: The cognitive interview is a technique which has been developed by Geiselman and Fisher to help police officers interrogating witnesses. Previous research has shown the advantage of the cognitive interview over standard interview procedures. Reports generated with this interview technique comprise an average of 35% more correct information while the amount of incorrect information is usually unaffected. In previous studies, the number of correct and in correct details was counted directly from the transcriptions of the interviewee statements. The present experiment was conducted to investigate the novel idea of whether there would also be an advantage of the cognitive interview when the written accounts/protocols of the interviewers were used to analyse the amount of correct and incorrect information they produced. Interviewes saw a video film showing a blood donation event. One week later they were questioned about the film using either a cognitive or a standard interview. The interviewers prepared from their memory written accounts/protocols of the event. The number of correct, false, and confabulated details was counted from these protocols and from the tape recordings of the interviews. There sults showed when interviewed using the cognitive interview the interviewees recalled, as hypothesized, about 60% more correct information than did those interviewed using standard interviews. This advantage of the cognitive interview was preserved in the interviewer accounts/protocols where about 50% more correct facts were recalled by the interviewers.
82 citations
TL;DR: In this paper, the authors analyse transcripts of survey interview episodes where self-rated health was discussed and uncover the elements out of which the interviewees construct their "health", which can be constructed out of different, even contradictory elements.
82 citations
TL;DR: Following the recommendations for conducting a focus group as described in this article and focus group manuals can lead to a worthwhile and enjoyable experience for all involved.
Abstract: Focus groups present an ideal way for nurse researchers to collect preliminary information about an area of research interest. The information obtained can lead to greater understanding of phenomena or can be used to develop more extensive quantitative studies. Following the recommendations for conducting a focus group as described in this article and focus group manuals can lead to a worthwhile and enjoyable experience for all involved.
75 citations
TL;DR: In view of the continued reliance on personal interviews to select employees, the author suggests guidelines that will lead to increased validity of the interview process as discussed by the authors, which will increase the validity of interviews.
Abstract: In view of the continued reliance on personal interviews to select employees, the author suggests guidelines that will lead to increased validity of the interview process.
53 citations
TL;DR: Two methods of data collection for the study of experienced health and old age are discussed: the thematic interview and the narrative method, both of which represent the interpretive research paradigm.
Abstract: This paper discusses two methods of data collection for the study of experienced health and old age: the thematic interview and the narrative method, both of which represent the interpretive research paradigm. Two applications of the method are described: the thematic interview was used in a study of patient experiences of health and nursing, and the narrative method in a study of experiences of ageing. The role and utility of the methods are discussed from the point of view of nursing research.
48 citations
TL;DR: In this article, the authors present an overview of the early adolescent research interview process, focusing on the highly structured group interview and the legal and ethical issues involved in conducting such interviews.
Abstract: Adolescence poses some distinct challenges to the interviewing process. Applied social scientists frequently use the interview as a tool for the gathering of information from adolescents, but the paucity of information in the literature renders a discussion of adolescent issues particularly appropriate. Developmental issues, methodological issues surrounding the construction of and conducting of the early adolescent research interview, and legal and ethical issues are all reviewed in this paper. Particular emphasis is placed on the highly structured group interview. The authors' multi-year experience working with young adolescents and anecdotal information from a nation-wide longitudinal study of "at-risk" youth form the basis for this overview.
TL;DR: In this article, some guidance on constructing interview schedules is provided. But this guidance is limited to the use of interview schedules in structured interviews and does not cover other aspects of interview scheduling.
Abstract: Structured interviewing is about uniformity, and is inextricably bound with the use of interview schedules. Some guidance on constructing schedules is therefore included in this article.
TL;DR: In this article, a framework for the structured interview is proposed, which is based on the foundations laid by the foundations of structured interviews, to improve the validity and reliability of the structured interviews.
Abstract: This article discusses how to improve the validity and reliability of structured interviews. A framework for the structured interview is suggested. The framework is based on the foundations laid by...
01 Jan 1994
TL;DR: In this paper, the authors present evidence for the superior performance of structured and unstructured interviews compared to the Situational Interview and the Group Embedded Figures Test (GEFT).
Abstract: .............................................. x Introduction ...................................... 1 Evidence for Unstructured and Structured Interviews ......................................... 3 The Unstructured Interview................... 3 The Structured Interview ................. 4 The Situational Interview ................... 10 Explanations for Superiority of Structured Interviews..................... 14 Standardization .............................. 14 Situational Questions ....................... 16 Intelligence and Job Performance . 21 Intelligence and the Situational Interview . . . . 23 This Investigation................................ 26 Summary of Hypotheses ............................ 31 M e t h o d ................................................. 3 2 Subjects........................................... 32 Independent and Dependent Variables ............. 3 2 M a t e r i a l s ......................................... 33 The Wonderlie Personnel Test (WPT) ........ 3 3 Group Embedded Figures Test (GEFT) . . . . . 33 Situational Interview . . . . . . . . . . . . 33 *
Book•
30 May 1994
TL;DR: Preparation for interview research for success preparation for the interview day on arrival at the firm the interview itself how to answer questions and get the offer after the interview as discussed by the authors...
Abstract: Preparation for the interview research for success preparation for the interview day on arrival at the firm the interview itself how to answer questions and get the offer after the interview.
Book•
01 Jan 1994
TL;DR: The High Cost of Poor Selection Interview Theory and Practice: An Overview Basic Interviewing Techniques High-Performance Models Interview Design Interview Designer's Guide: 500+ Great Questions The Interview Candidate Evaluation Candidate Selection Decision as mentioned in this paper
Abstract: People and Profits: The Forgotten Relationship The High Cost of Poor Selection Interview Theory and Practice: An Overview Basic Interviewing Techniques High-Performance Models Interview Design Interview Designer's Guide: 500+ Great Questions The Interview Candidate Evaluation Candidate Selection Decision.
TL;DR: The interview project as discussed by the authors is a major part of the course because of its scope, and it encourages students to develop their interview questions and strategies, as well as their individual interview strategies.
Abstract: Each semester students question why they must take a business communication course. They think they already know how to communicate, so why is the college wasting their time with this required course? Therefore, I've developed an assignment to answer their question. Simultaneously, this project reinforces the course content and addresses researching, interviewing, writing, and reporting topics. I have made the project the central organizing principle for their business communication course. PROJECT OVERVIEW Students interview someone (neither a friend nor a family member) in a management position of a career in which they are interested. The assignment is described in the course syllabus and discussed on the first day of class. I explain that the project will be ongoing throughout the semester and that the final report is due three weeks before the last day of class. I emphasize that this assignment is a major part of the course because of its scope. Individual class lectures and exercises on researching, interviewing, business correspondence, and report writing will be geared toward the interview project. In addition, I will monitor the students' progress throughout the semester through several small assignments. For example, the students will present impromptu oral reports and write memos on their progress. Also, questions on class quizzes will address different aspects of the interview project. (See Appendix A.) To help the students get started, business research is covered early in the semester, and the business reference librarian is a guest lecturer. As part of the lecture, the librarian explains how to locate information on individual companies or industries. The librarian links the presentation to the preliminary research the students will need to do in preparing for their management interview. PLANNING THE INTERVIEW Interviewing techniques is a second major topic covered early in the semester. After we've covered types of questions in class, as a homework assignment, students develop their preliminary list of interview questions. One class period is spent with students discussing and evaluating one another's interview questions and strategies, first in small groups and then with the whole class. Subsequently, students revise their questions and develop their individual interview strategies. Based on the guidelines in the syllabus, the questions focus primarily on the characteristics of the student's career choice ("What is your typical day like?") and the role of communication in it ("How important is effective communication in your daily activities?") Other suggested areas the questions address include the interviewee's advancement within the organization ("Where will you be in 5/10/15 years?"), the role communication fills within the organization. What are some consequences of poor communication?"), and the communication-related strengths and weaknesses in the job ("Everyone says your president is an effective communicator. What characteristics make him effective?") and organization, ("Since your job requires communication over nine states, what problems do you encounter with long-distance communication?") Also, students are encouraged to ask questions to find out whatever they want to know about their chosen career ("What do you like best/least about your job?" and "What communication skill do you find most new employees lack?"). Students are frequently very nervous about the interview, and some are dismayed wben the interviewee's response to one question answers several of their other questions. Consequently, I recommend the students prepare 18-25 questions. Having more questions than they think they will need helps bolster the students' confidence. Once they have their questions, the students schedule their interviews. When they request an appointment, they explain that they are fulfilling a class assignment and that the interview should take about 30 to 60 minutes. …