Description
Communication instruction and practice that increases a student’s self-efficacy in the employment interviewing process is a desired outcome of COM 325, Interviewing Principles and Practices. Self-efficacy outcomes are in the affective domain of Bloom’s Taxonomy and are measureable. Therefore, our study seeks to discover whether increasing time spent in individual performances of in-class employment interviews from 22 to 44 minutes increase students' self-efficacy in their interview performance ability.
Fourteen sections of COM 325 are offered Spring, 2014. Five of these sections are piloting a redesigned version of the course, via Purdue’s IMPACT initiative. The key difference in the five redesigned sections is additional time for application of course content; students in these sections watch online lectures for two of the six course modules before class in order to provide more time to conduct interviews in class. Because of the opportunity for “control sections” this semester, this study will help determine whether or not this pedagogical change influences students’ progress related to course goals and learning outcomes. To allow for random registration, students were not aware before registering which sections use which model.
Online Qualtrics surveys are used to administer pre- and post-assessments of self-efficacy in job seeking using the Career Search Efficacy Scale (Solberg, Good, & Nord, 1991). The pre-assessment is administered the week prior to the employment interview unit, and the post-assessment is administered the week after the employment interviews are completed.
Reference:
Solberg, V.S., Good, G.E., Nord, D., Holm, C., Hohner, R., Zima, N. Heffernan, M., Malen, A. (1994). Assessing career search expectations: Development and validation of the career search efficacy scale. Journal of Career Assessment, 2(2), 111-123. DOI: 10.1177/106907279400200202
Included in
Student self-efficacy in employment interviews: An assessment of a communication course redesign
Communication instruction and practice that increases a student’s self-efficacy in the employment interviewing process is a desired outcome of COM 325, Interviewing Principles and Practices. Self-efficacy outcomes are in the affective domain of Bloom’s Taxonomy and are measureable. Therefore, our study seeks to discover whether increasing time spent in individual performances of in-class employment interviews from 22 to 44 minutes increase students' self-efficacy in their interview performance ability.
Fourteen sections of COM 325 are offered Spring, 2014. Five of these sections are piloting a redesigned version of the course, via Purdue’s IMPACT initiative. The key difference in the five redesigned sections is additional time for application of course content; students in these sections watch online lectures for two of the six course modules before class in order to provide more time to conduct interviews in class. Because of the opportunity for “control sections” this semester, this study will help determine whether or not this pedagogical change influences students’ progress related to course goals and learning outcomes. To allow for random registration, students were not aware before registering which sections use which model.
Online Qualtrics surveys are used to administer pre- and post-assessments of self-efficacy in job seeking using the Career Search Efficacy Scale (Solberg, Good, & Nord, 1991). The pre-assessment is administered the week prior to the employment interview unit, and the post-assessment is administered the week after the employment interviews are completed.
Reference:
Solberg, V.S., Good, G.E., Nord, D., Holm, C., Hohner, R., Zima, N. Heffernan, M., Malen, A. (1994). Assessing career search expectations: Development and validation of the career search efficacy scale. Journal of Career Assessment, 2(2), 111-123. DOI: 10.1177/106907279400200202