Relevant bibliographies by topics / Job interview

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Job interview'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "Job interview"

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Jona Colson. "Job Interview." Antioch Review 76, no. 3 (2018): 534. http://dx.doi.org/10.7723/antiochreview.76.3.0534.

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Chou, Wushow "Bill." "Job-Interview Smart." IT Professional 12, no. 4 (2010): 54–57. http://dx.doi.org/10.1109/mitp.2010.111.

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Naniek Risnawati. "Job Interview Ethics." INTERNATIONAL CONFERENCE ON DIGITAL ADVANCE TOURISM, MANAGEMENT AND TECHNOLOGY 1, no. 1 (2023): 93–102. http://dx.doi.org/10.56910/ictmt.v1i1.53.

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Job interview is one of the processes in selecting prospective employees. This process is very important because the results of this interview determine the fate of job seekers. Preparing yourself before facing a job interview is very important in order to successfully win it. Job seekers need to have an understanding of how to win a job interview. It requires training on techniques for winning job interviews. When taking part in an interview session, applicants need to prepare themselves before the interview takes place, and how to answer questions, then continue with questions and answers and evaluation. Armed with knowledge about job interview ethics, applicants can prepare themselves and have the confidence to successfully win a job interview.
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Yaseen, Talib, and June Girvin. "Surviving the job interview." Nursing Standard 13, no. 33 (1999): 58. http://dx.doi.org/10.7748/ns.13.33.58.s57.

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Yaseen, Talib, and June Girvin. "Surviving your job interview." Nursing Standard 13, no. 34 (1999): 58. http://dx.doi.org/10.7748/ns.13.34.58.s51.

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Puetz, Belinda E. "The Winning Job Interview." AJN, American Journal of Nursing 105 (2005): 30–32. http://dx.doi.org/10.1097/00000446-200501001-00005.

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South, Mike. "TELECONFERENCE ETIQUETTE: JOB INTERVIEW." Journal of Paediatrics and Child Health 48, no. 4 (2012): 367–68. http://dx.doi.org/10.1111/j.1440-1754.2012.02443.x.

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Hanbury, Esther. "Review: Job Scene: On Vocation; Job Quest; Job Interview Skills." Australian Journal of Career Development 8, no. 2 (1999): 51–52. http://dx.doi.org/10.1177/103841629900800215.

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Pinder, T. H. "How to Be Interviewed: The Selection Interview." British Journal of Occupational Therapy 48, no. 3 (1985): 69–72. http://dx.doi.org/10.1177/030802268504800303.

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This is the first of three articles on interviewing with the general title of ‘Both Sides of the Table’. It takes the candidate through the five stages of the pattern for success: Applying for the job, preparation, arriving for the interview, the interview itself, and the conclusion of the interview. Subsequent articles in this series will discuss ‘How to Interview’, and will include the selection interview, the appraisal interview, the counselling interview, and the disciplinary interview.
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Smith, Matthew J., Kari Sherwood, Brittany Ross, et al. "Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial." Autism 25, no. 6 (2021): 1536–52. http://dx.doi.org/10.1177/1362361321989928.

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Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. Lay abstract Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth.
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Dissertations / Theses on the topic "Job interview"

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Condon, Emily. "The Effects of Interview Length on Gender and Personality Related Bias in Job Interviews." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/536.

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The proposed study explores the cognitive miser approach to perception formation in job interviews, as well as factors that may motivate people to not act as cognitive misers. Personality type (introverted and extraverted) and gender are characteristics of people that are associated with many stereotypes (Heilman, 2001; Andersen & Klatzky, 1987), and can have a large influence on an employer’s perception of an applicant, particularly when the employer is acting as a cognitive miser. It is hypothesized that in longer interviews, employers will be motivated to not act as cognitive misers, because they have more information about the applicant, have more of an opportunity to disconfirm any biases they may hold about the applicant, and experience greater liking toward the applicant. To test this, participants will conduct interviews with job applicants (who are actually confederates) and rate their perceptions of the applicants’ expected job performance. Participants will either conduct a long or short interview with a male introvert, a female introvert, a male extravert, or a female extravert. Job applicants will provide participants with the same information, although the information about personality type and the amount of information given will depend on the condition. It is predicted that participants who conduct shorter interviews will rate the applicants in line with popular stereotypes that favor extraverts over introverts, and males over females. Conversely, participants in longer interviews will be motivated to thoroughly think through their evaluations of the applicants, and there will be no significant difference in their ratings of male extraverts, female extraverts, male introverts, and female introverts.
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Langer, Markus [Verfasser]. "Investigating Technologically Advanced Job Interview Approaches / Markus Langer." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2018. http://d-nb.info/1214240690/34.

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Rycroft, C. Diggory. "How to Win Jobs and Influence Interviewers: A Psychological Exploration of Job Interview Best Practices." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/271.

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Navigating the formal employment interview has long been an imposing obstacle to acquiring gainful employment in the white-collar world, particularly that of the United States. Conventional wisdom offers a wide variety of suggestions for achieving the best possible outcomes from the interview, for instance smiling, having a firm handshake, demonstrating interest in the company, and “being yourself.” Much of this common knowledge is based primarily in intuition and carry-over from standard conversational best practices, rather than rigorous empirical testing. As such, this literature review sets out to bring together the various works of interview research that currently exist, with the goal of determining A) what candidate behaviors are most conducive to high interview ratings, B) strategies for coping with the effects of interview and interviewer characteristics on the interview’s reliability and validity, and C) areas of this still-growing topic that would benefit most from further research. By implementing the findings discussed in this review, employers and employees alike will be better equipped to make the best, most mutually beneficial use of the formal job interview.
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Polaha, Jodi, Ivy A. Click, Brian Cross, Adam Welch, Rick Hess, and Jessica E. Burchette. "A Mock Job Interview to Assess an Interprofessional Education Program." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6365.

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Background Evaluation of interprofessional education (IPE) has been limited to students’ self-report and rarely assessed content validity using real-world input. Purpose This study compared students who did and did not complete an IPE curriculum using a mock interview. Aims were to compare them: 1) in terms of competencies around team based care, and 2) as rated by clinicians providing team based care. Method Students participated in a mock field placement interview. Study staff rated transcripts on IPE competencies. Clinicians rated and ranked students in terms of their knowledge/values and preference for hiring. Discussion. IPE students had higher ratings on seven of eleven competences than non-IPE students. Clinical experts rated IPE students higher and ranked them as more preferable. Conclusions This study demonstrates the efficacy and validity of foundational IPE beyond self-report. IPE impacted students’ responses in a real-world scenario in a way that discriminated them from their peers.
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Childers, Marie. "Investigating the Validity of Brainteaser Interview Questions." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1603204968138574.

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Kotow, Yuushi. "Jobs, disabilities, and you| An accessible job interview communication training tool for persons with disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527387.

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<p> I have designed and implemented a new online communication training tool (XHTML, CSS, PHP, Javascript, MySQL) that potentially maximizes a job candidate's ability to obtain job offers. All demographic statistics show people with disabilities as the largest minority group currently unemployed in the United States. Those who seek work have a higher chance of being unemployed, find a low-level job, or find part-time employment. With communication training, job candidates gain the ability to market their skills to potential employers and increase the likelihood of obtaining a job offer. I researched into ADA law that provided guidelines when developing the system and discuss a job candidate's rights in each step of the interview process. Using a Model-View-Controller (MVC) based framework, I have built a system that adapts to a user's disability, and presents them with a tailored list of interview questions and answers. For this paper, mobility and visual disabilities were focused on. The database contains legal interview questions, illegal questions under ADA law, and gray area questions (questions that may seem illegal but really not). This allows us to challenge the communication skills and knowledge of the user and encourage them to learn how to improve. PHP modules were built to be flexible and independent from each other. Different modules can be loaded and unloaded in the Controllers thereby allowing flexibility in the system. Having independent modules also reduces the time to debug code. Participants are given multiple choice answers to each interview question in a 10-question training session and rated based on their performance. Answers are assigned points (from 1 to 4) and are calculated at the end of a training session. A group of California State University, Long Beach (CSULB) students were given a 2-part survey before and after communication training and provided promising results on the effectiveness of the system. Overall, attitudes of participants showed the entire group agreed that communication is a key aspect in a job interview and that communication training would help them obtain more job offers. Participants that completed part-2 of the survey indicated that communication training through the system has overall helped their abilities. Long-term usage of the system could potentially show an increase in job interview performance (i.e., job interviews vs. job offers) and therefore, increasing the employment rate for people with disabilities.</p>
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Burchette, Jessica Epley, Adam C. Welch, Richard A. Hess, Leonard Brian Cross, Ivy A. Click, and Jodi Polaha. "Evaluating an Interprofessional Education (IPE) Curriculum Using a Simulated Job Interview." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6381.

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Brooks, Scott M. "Decision making under time pressure : examination within a job interview context /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034177871.

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Choi, Seunghee. "Cross-cultural job interview communication in business English as a lingua franca (BELF) contexts : a corpus-based comparative study of multicultural job interview communications in world maritime industry." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5328/.

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With the aim of establishing a guideline for how to teach successful job interview communication in a multi-cultural Business as a Lingua Franca (BELF) setting, this thesis examines authentic job interview communications in the world maritime industry, compares overall features of successful and unsuccessful communications, and discusses pedagogical implications for ESP language teaching. For this purpose, authentic job interview communications conducted in four different countries between non-native speakers of English (both English as a Second Language and English as a Foreign Language speaker) including India, the Philippines, Sri Lanka, and Vietnam were collected. The data from 40 job interviews in total was transcribed for corpus analysis, and finally a Corpus of ELF Job Interviews in a Multicultural Business World (hereinafter CELF-JOIN) has been compiled for this research. Based on the analysis, a wide range of BELF job interview features were investigated in terms of contextual and schematic structures, interactional pragmatic features and lexico-grammatical characteristics. From the findings, pedagogical implications were drawn as ways to enhance learners’ schematic structural awareness, utilise diversified narrative strategies, increase interactional and presentational competency and finally to raise their multi-cultural awareness for successful business communicative outcomes in the future cross-cultural BELF job interview communicative setting.
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Hays, Elizabeth J. (Elizabeth Jane). "Relationship of a Situational Interview to the Job Performance of Convenience Store Clerks." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc503938/.

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A situational interview was developed for use in the selection of convenience store cashiers. One hundred two newly hired cashiers were interviewed using the situational interview. Ninety days later, a performance appraisal was completed for all subjects who were still employed. There was no significant difference in interview scores between those still working 90 days after hire and those who were not (t = 1.14, df = 100, n.s.). Correlations between the total interview scores and the total performance appraisal scores were generally very low or negative. Potential explanations for the failure of the interview to predict turnover or job performance are discussed
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Books on the topic "Job interview"

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CORPORATION, BRITISH BROADCASTING. Interview game: Job interviews. BBC Enterprises, 1996.

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Kerber, Andrew. Oracle job interview handbook: Guide for Oracle job interviews with Oracle interview questions. Rampant TechPress, 2008.

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Canada. Dept. of Employment and Immigration. The job interview. Minister of Supply and Services Canada, 1990.

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Your job interview. Barnes & Noble Books, 2003.

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K, Burleson Donald, ed. Conducting the Oracle job interview: IT manager guide for Oracle job interviews with Oracle interview questions. Rampant TechPress, 2003.

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Doornek, Richard. Your first job interview. National Art Education Association, 1991.

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Farr, J. Michael. Next-Day Job Interview. JIST Publishing, 2005.

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The legal job interview. Biennix Corp., 1992.

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Ennico, Clifford R. The legal job interview. Kaplan Pub., 2008.

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Complete job interview handbook. 3rd ed. HarperPerennial, 1994.

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Book chapters on the topic "Job interview"

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Shmerling, Leah. "The Interview." In Job Applications. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15180-6_8.

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Scheiner, Marcia, and Joan Bogden. "Interview Alternatives." In The Neurodivergent Job Candidate. Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-14.

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Leap, Tom. "The Corporate Interview." In Job Search In Academe, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003445470-5d.

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Hughes, Vera, and David Weller. "At a Job Interview." In Self Presentation Skills. Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-11970-7_4.

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Lee, Siu-lun. "Attending a job interview." In Modern Cantonese Book 3. Routledge, 2022. http://dx.doi.org/10.4324/9781003083702-5.

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Gkaliamoutsas, Stefanos, and Alex Meredith-Hardy. "Post-Interview Job Preferencing." In Smashing The Core Surgical Training Interview: A Holistic guide to becoming a surgeon. CRC Press, 2023. http://dx.doi.org/10.1201/9781003350422-12.

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Lundy, Claire Teresa. "Practical Tips for Preparing Your Job Application Form." In The Medical Interview Coach. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16321-0_1.

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Feirsen, Robert, and Seth Weitzman. "After the Interview." In How to Get the Teaching Job You Want, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003445180-10.

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Feirsen, Robert, and Seth Weitzman. "The All-Important Interview." In How to Get the Teaching Job You Want, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003445180-9.

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Margulis, Alexander R. "Doing Well in a Job Interview." In How to Rise to the Top...and Stay There! Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7503-4_7.

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Conference papers on the topic "Job interview"

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Shen, Dazhong, Hengshu Zhu, Chen Zhu, Tong Xu, Chao Ma, and Hui Xiong. "A Joint Learning Approach to Intelligent Job Interview Assessment." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/492.

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The job interview is considered as one of the most essential tasks in talent recruitment, which forms a bridge between candidates and employers in fitting the right person for the right job. While substantial efforts have been made on improving the job interview process, it is inevitable to have biased or inconsistent interview assessment due to the subjective nature of the traditional interview process. To this end, in this paper, we propose a novel approach to intelligent job interview assessment by learning the large-scale real-world interview data. Specifically, we develop a latent variable model named Joint Learning Model on Interview Assessment (JLMIA) to jointly model job description, candidate resume and interview assessment. JLMIA can effectively learn the representative perspectives of different job interview processes from the successful job application records in history. Therefore, a variety of applications in job interviews can be enabled, such as person-job fit and interview question recommendation. Extensive experiments conducted on real-world data clearly validate the effectiveness of JLMIA, which can lead to substantially less bias in job interviews and provide a valuable understanding of job interview assessment.
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Boudjani, N., V. Colas, C. Joubert, and D. Ben Amor. "AI Chatbot For Job Interview." In 2023 46th MIPRO ICT and Electronics Convention (MIPRO). IEEE, 2023. http://dx.doi.org/10.23919/mipro57284.2023.10159831.

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Li, Mingzhe, Xiuying Chen, Weiheng Liao, et al. "EZInterviewer: To Improve Job Interview Performance with Mock Interview Generator." In WSDM '23: The Sixteenth ACM International Conference on Web Search and Data Mining. ACM, 2023. http://dx.doi.org/10.1145/3539597.3570476.

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Wong, Kasina. "Enhancing Personalization and Experiential Learning in Higher Education through the VR Mobile Application, I’m IN - HKUST." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16217.

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The present project aims to break the physical limitation of job interview practices for students in LABU2060 Effective Communication in Business, the last required CLE course of the Business School’s program at the Hong Kong University of Science and Technology (HKUST). The pandemic has intensified the need for incorporating emerging technologies, e.g., virtual reality (VR), in Higher Education. A VR job interview mobile application was implemented in LABU2060 in 2022. Surveys, field observations and focus group interviews were conducted within HKUST. It was found most students were satisfied with the usability and their learning experience gained through using the application in the 2D mode. Students participated in the field tests, utilizing the application in the VR mode (N=17). The findings revealed that the VR job interview application successfully helped students practice and prepare for their job interviews. Students preferred the VR mode to the 2D mode thanks to the immersiveness and authenticity of the VR job interview practices.
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Horat, Simge Ilgim, Kemal Can Kara, and Askin Karakas. "Job Pre-Interview System with Artificial Intelligence." In 2019 1st International Informatics and Software Engineering Conference (UBMYK). IEEE, 2019. http://dx.doi.org/10.1109/ubmyk48245.2019.8965497.

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Yaginuma, Yoshitomo, Masako Furukawa, and Tsuneo Yamada. "Video annotation tool for learning job interview." In LAK '17: 7th International Learning Analytics and Knowledge Conference. ACM, 2017. http://dx.doi.org/10.1145/3027385.3029444.

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Alduayj, Sarah S., and Phillip Smith. "Sentiment Classification and Prediction of Job Interview Performance." In 2019 2nd International Conference on Computer Applications & Information Security (ICCAIS). IEEE, 2019. http://dx.doi.org/10.1109/cais.2019.8769559.

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Ageeva, Julia. "TEACHING VERBAL SELF-PRESENTATION AT A JOB INTERVIEW." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0320.

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"Blended Learning Sessions to Improve job Interview Skills." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.056.

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Kim, Jieun, Hauke Sandhaus, and Susan R. Fussell. "VR Job Interview Using a Gender-Swapped Avatar." In CSCW '23: Computer Supported Cooperative Work and Social Computing. ACM, 2023. http://dx.doi.org/10.1145/3584931.3606976.

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Reports on the topic "Job interview"

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Huang, Zhao. Slides for job interview. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1764877.

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O'Leary, Christopher J., Túlio Cravo, Ana Cristina Sierra, and Leandro Justino Veloso. Job-Interview Referrals Help Brazilians Find Formal-Sector Jobs. W.E. Upjohn Institute, 2019. http://dx.doi.org/10.17848/pb2019-10.

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Chen, Li. job interview: education background, work experience, and research. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1179841.

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O'Neil, Lori Ross, T. J. Conway, D. H. Tobey, Frank L. Greitzer, Angela C. Dalton, and Portia K. Pusey. SPSP Phase III Recruiting, Selecting, and Developing Secure Power Systems Professionals: Behavioral Interview Guidelines by Job Roles. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1178859.

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Mykyta, Laryssa. Work Conditions and Serious Psychological Distress Among Working Adults Aged 18–64: United States, 2021. National Center for Health Statistics (U.S.), 2023. http://dx.doi.org/10.15620/cdc:126566.

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This report uses 2021 National Health Interview Survey data to examine differences in serious psychological distress in working adults in the past 30 days by working conditions, including shift work, monthly earnings variation, perceived job insecurity, and schedule flexibility.
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Carlsson, Magnus, Stefan Eriksson, and Dan-Olof Rooth. Language Proficiency and Hiring of Immigrants: Evidence from a New Field Experimental Approach. Linnaeus University, School of Business and Economics, Department of Economics and Statistics., 2023. http://dx.doi.org/10.15626/ns.wp.2023.1.

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Labor markets in advanced economies have undergone substantial change in recentdecades due to globalization, technological improvements, and organizational changes. Due tothese developments, oral and written language skills have become increasingly important evenin less skilled jobs. Immigrants – who often have limited skills in the host country languageupon arrival – are likely to be particularly affected by the increase in language requirements.Despite this increase in literacy requirements, little is known about how immigrants’ languageproficiency is rewarded in the labor market. However, estimating the causal effect ofimmigrants’ language skills on hiring is challenging due to potential biases caused by omittedvariables, reverse causality, and measurement error.To address identification problems, we conduct a large-scale field experiment, where wesend thousands of fictitious resumes to employers with a job opening. With the help of aprofessional linguist, we manipulate the cover letters by introducing common second-languagefeatures, which makes the resumes reflect variation in the language skills of real-worldmigrants. Our findings show that better language proficiency in the cover letter has a strongpositive effect on the callback rate for a job interview: moving from the lowest level of languageproficiency to a level similar to natives almost doubles the callback rate. Consistent with therecent development that language proficiency is also important for many low- and mediumskilledjobs, the effect of better language skills does not vary across the vastly different typesof occupations we study. Finally, the results from employer surveys suggest that it is improvedlanguage skills per se that is the dominant explanation behind the language proficiency effect,rather than language skills acting as a proxy for other unobserved abilities or characteristics.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Rosas-Shady, David, Laura Ripani, and Carolina González-Velosa. How Can Job Opportunities for Young People in Latin America be Improved? Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0010435.

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Job training programs for vulnerable youth are the main response of Latin American governments to address the problem of inadequate employment opportunities for young people. Despite its importance, knowledge about these programs is scarce. This study contributes to filling this gap in the literature by presenting new evidence on the effectiveness of six of these programs operating or that were implemented in Colombia, Honduras, Mexico, Panama, Peru and Dominican Republic. This analysis uses the results of impact evaluations of these programs and the results of qualitative surveys of young participants and employers, and in-depth interviews to training centers, employers and policy makers. The main results confirm the limited evidence available, namely, that these programs have little impact on the probability of getting a job (although there is a high heterogeneity in these impacts), but a significant impact on job quality. From this analysis, we propose a research agenda to improve knowledge on the functioning and impact of these programs, and provide a series of recommendations to improve the design and increase the effectiveness of youth training programs.
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Lopez, David, Mariana Weiss, José Francisco Pessanha, Karla Arias, Livia Gouvea, and Michelle Carvalho Metanias Hallack. The Effects of the Energy Transition on Power Sector Employment in Latin America. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004715.

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The present study analyzes the relation between energy transition and the job creation potential in Latin America. It capitalizes on companies' characteristics to infer potential hiring process drivers in forthcoming years. The analysis is based on an econometric model on cross-sectional data to explain the dependent variable "potential hiring rate" depending on the firm's size (based on the number of clients), area of activity or technology, employees' level of education, and the existence of labor policies. The data came from 338 companies interviewed, including generation, transmission, distribution, energy transition services, oil and gas, and construction companies in six Latin American Countries (Bolivia, Chile, Costa Rica, Mexico, Panama, and Uruguay). The econometric study focused on 135 companies that declared hiring new employees in the next year concerning the time they were interviewed. The results show that the smaller energy companies with a larger participation of a qualified workforce will tend to have a higher expected hiring rate in the forthcoming year, implying an inverse relationship between a firm's size and potential hiring rate. The model findings convey that as the workforce is compounded with more qualified employees, the higher the expansion of the company's labor force will be, particularly in renewable generation companies. There is an additional aspect worth considering about the factors behind the company's potential hiring rate, and it is the question of job quality. The results suggest that firms hiring more are those with a lower number of policies in place. It can be explained by the fact that more traditional companies tend to have better-established policies, such as hydrocarbon and utilities. These are not the companies with the highest increase in the workforce. This takeaway raises a discussion about whether a change in the job's quality is associated with the energy transition or if it is just associated with new entrants that will become traditional in the following years. Moreover, it also helps to explain some of the political economies of the labor market that may play a role in the energy transition process. Therefore, one of the present study's main takeaways is the need to analyze deeper and promote job quality in smaller energy companies.
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Phillips, Jake. Understanding the impact of inspection on probation. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.05.2021.

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This research sought to understand the impact of probation inspection on probation policy, practice and practitioners. This important but neglected area of study has significant ramifications because the Her Majesty’s Inspectorate of Probation has considerable power to influence policy through its inspection regime and research activities. The study utilised a mixed methodological approach comprising observations of inspections and interviews with people who work in probation, the Inspectorate and external stakeholders. In total, 77 people were interviewed or took part in focus groups. Probation practitioners, managers and leaders were interviewed in the weeks after an inspection to find out how they experienced the process of inspection. Staff at HMI Probation were interviewed to understand what inspection is for and how it works. External stakeholders representing people from the voluntary sector, politics and other non-departmental bodies were interviewed to find out how they used the work of inspection in their own roles. Finally, leaders within the National Probation Service and Her Majesty’s Prisons and Probation Service were interviewed to see how inspection impacts on policy more broadly. The data were analysed thematically with five key themes being identified. Overall, participants were positive about the way inspection is carried out in the field of probation. The main findings are: 1. Inspection places a burden on practitioners and organisations. Practitioners talked about the anxiety that a looming inspection created and how management teams created additional pressures which were hard to cope with on top of already high workloads. Staff responsible for managing the inspection and with leadership positions talked about the amount of time the process of inspection took up. Importantly, inspection was seen to take people away from their day jobs and meant other priorities were side-lined, even if temporarily. However, the case interviews that practitioners take part in were seen as incredibly valuable exercises which gave staff the opportunity to reflect on their practice and receive positive feedback and validation for their work. 2. Providers said that the findings and conclusions from inspections were often accurate and, to some extent, unsurprising. However, they sometimes find it difficult to implement recommendations due to reports failing to take context into account. Negative reports have a serious impact on staff morale, especially for CRCs and there was concern about the impact of negative findings on a provider’s reputation. 3. External stakeholders value the work of the Inspectorate. The Inspectorate is seen to generate highly valid and meaningful data which stakeholders can use in their own roles. This can include pushing for policy reform or holding government to account from different perspectives. In particular, thematic inspections were seen to be useful here. 4. The regulatory landscape in probation is complex with an array of actors working to hold providers to account. When compared to other forms of regulation such as audit or contract management the Inspectorate was perceived positively due to its methodological approach as well as the way it reflects the values of probation itself. 5. Overall, the inspectorate appears to garner considerable legitimacy from those it inspects. This should, in theory, support the way it can impact on policy and practice. There are some areas for development here though such as more engagement with service users. While recognising that the Inspectorate has made a concerted effort to do this in the last two years participants all felt that more needs to be done to increase that trust between the inspectorate and service users. Overall, the Inspectorate was seen to be independent and 3 impartial although this belief was less prevalent amongst people in CRCs who argued that the Inspectorate has been biased towards supporting its own arguments around reversing the now failed policy of Transforming Rehabilitation. There was some debate amongst participants about how the Inspectorate could, or should, enforce compliance with its recommendations although most people were happy with the primarily relational way of encouraging compliance with sanctions for non-compliance being considered relatively unnecessary. To conclude, the work of the Inspectorate has a significant impact on probation policy, practice and practitioners. The majority of participants were positive about the process of inspection and the Inspectorate more broadly, notwithstanding some of the issues raised in the findings. There are some developments which the Inspectorate could consider to reduce the burden inspection places on providers and practitioners and enhance its impact such as amending the frequency of inspection, improving the feedback given to practitioners and providing more localised feedback, and working to reduce or limit perceptions of bias amongst people in CRCs. The Inspectorate could also do more to capture the impact it has on providers and practitioners – both positive and negative - through existing procedures that are in place such as post-case interview surveys and tracking the implementation of recommendations.
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