Essays on Initial Evaluations in the Interview Report

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The paper "Initial Evaluations in the Interview" is a wonderful example of a report on human resources. The incumbent requires both oral and written communication as well as interpersonal skills. Interpersonal capabilities are very essential aspects in classroom climate. The incumbent requires the ability to explain fluently in detail, speak with rich content as well as consideration and responding to the needs, capabilities and feelings of a different student under various situations. Requires the ability to make clear as well as convincing oral presentations, clarify the required information and effective listening.

The incumbent must also be able to expect facts and ideas in writing in a manner that is clear, organised and convincing as well as a demonstration of strong communication skills with students and others (Petegem, Aelterman, Keer, & Rosseel, 280). The required behaviours for assessment include communication style in regard to oral and written communication (Sackett & Lievens, 421). 1.2 Motivation The incumbent requires the capability to guide, inspire as well as motivate students towards the accomplishment of their goals. Highly motivated learners show a higher sense of wellbeing, positive relationship and discipline.

The incumbent needs to create and sustain cooperative relationships with different learners, promote team spirit as well as trust and commitment. Needs the ability to create and sustain a culture for high performance and show the commitment of serving and influencing the learners towards the achievement of educational goals. The behaviour indicators include building networks with learners as individuals and as groups, demonstration of commitment to serving the public, inspiring and motivating learners as well as creating an environment that encourages cooperation. Show persistent interest in regard to certain issues and topics as well as searching for information (Carlopio, Andrewartha & Armstrong, 2005). 1.3 Problem solving and management of conflict The incumbent requires identifying and taking steps to address issues related to learners either as individuals or as a group.

He or she requires the ability to provide solutions or opinions in regard to different types of problems, and the ability to improve, adjust or rectify views of different learners. Provide correct analysis, induction and consolidation of matters that concern students, incidents as well as physical matters. Have a clear understanding of a variety of causal relationships and complicated issues through reasoning and analysis.

Has the ability to collaborate as well as find a common ground with all stakeholders. Behaviour indicators include management of various issues in a constructive way, recognising and defining and solving problems and issues through qualitative and quantitative analysis. Demonstrate recognition of past experience, behavioural roles and skills in the same field as very crucial factors for addressing various issues in learning (Engels, Aelterman, Van Petegem, & Schepens, 128). 1.4 Creativity and innovation The incumbent requires the ability to generate different ideas and able to encourage different learners to generate and utilise different ideas wisely.

He or she also needs to understand the advancement and impact of new technology in the education sector in order to assist the learners to develop innovative ideas and solutions. Has the ability to focus continuously on natural and scientific activities. Has the ability to investigate causal relationships of matters. He or she recognises creativity as a crucial way of demonstrating competency in the contemporary world (Tsai, Chen & Chiu, 111).

Behavioural indicators include the integration of technology in education, demonstration of innovative solutions as well as innovative and creative thinking.

References

Barrick, MR, Swider, BW, & Stewart, GL 2010, “Initial evaluations in the interview: Relationships with subsequent interviewer evaluations and employment offers”, Journal of Applied Psychology, vol. 95, No. 6, pp. 1163-1172.

Carlopio, J, Andrewartha, G, & Armstrong, H 2005, Developing management skills: A comprehensive guide for leaders, Prentice Hall: Freches Forrest.

Das, H 2007, Recruitment, selection and deployment of human resources, Toronto, On: Pearson prentice Hall.

Ellis, PJ, West, BJ, Ryan, AM, & Deshon, RP 2002, “The use of impression management tactics in structured interviews: a function of question type? Journal of Applied Psychology, vol. 87, pp. 1200-1208.

Engels, N, Aelterman, A, Van Petegem, K, & Schepens, A 2004, “Factors which influence the well-being of pupils in Flemish secondary schools,” Educational Studies, vol. 30, no. 2, pp. 127-143

Klehe, U-C, Konig CJ, Richter, GM, Kleinmann, M, & Melchers, KG 2008, “Transparency in structured interviews: consequences for construct and criterion-related validity, Human Performance, vol. 21, pp. 107–137.

Muijs, D, & Reynolds, D 2005, Effective Teaching. Evidence and practice. London: SAGE Publications Ltd.

Petegem, KV, Aelterman, A, Keer, HV, & Rosseel, Y 2008, “The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing, Social Indicators Research, vol. 85, no. 2, pp. 279-291

Sackett, PR, & Lievens, F 2008, “Personnel selection”, Annual Review of Psychology, vol. 59, pp. 419–450

Tsai, WC, Chen, CC, & Chiu, SF 2005, “Exploring boundaries of the effect of applicant impression management tactics in job interviews’”, Journal of Management, vol. 31, pp. 108-125.

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