Joint Representation Learning with Relation-Enhanced Topic Models for Intelligent Job Interview Assessment

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 article, we propose three novel approaches to intelligent job interview by learning the large-scale real-world interview data. Specifically, we first develop a preliminary model, named Joint Learning Model on Interview Assessment (JLMIA), to mine the relationship among job description, candidate resume, and interview assessment. Then, we further design an enhanced model, named Neural-JLMIA, to improve the representative capability by applying neural variance inference. Last, we propose to refine JLMIA with Refined-JLMIA (R-JLMIA) by modeling individual characteristics for each collection, i.e., disentangling the core competences from resume and capturing the evolution of the semantic topics over different interview rounds. As a result, our approaches can effectively learn the representative perspectives of different job interview processes from the successful job interview records in history. In addition, we exploit our approaches for two real-world applications, i.e., person-job fit and skill recommendation for interview assessment. Extensive experiments conducted on real-world data clearly validate the effectiveness of our models, which can lead to substantially less bias in job interviews and provide an interpretable understanding of job interview assessment.

Impression Management Tactics in Job Interviews among Fresh graduates in Malaysia: A Case Study in a Workplace

The job interview is a viable assessment platform for interviewers to determine the viable prospective graduate for job hiring. During such critical meeting point, the fate of fresh graduates is decided by representatives of an organisation on the suitability of an interviewee for the job. Yet many fresh graduates struggle at such entry level gatekeeping to the professional workplace in view of inability to impress the interviewer. Therefore, the purpose of this study is to investigate whether impression management tactics are portrayed by the fresh graduates during job interviews. They were 15 interviewees who participated in the present study. The job interview data from an organisation was analysed qualitatively using impression management tactics (IMTs) theories. The findings show that the interviewees were poor impression management tactics; interviewees indicated lack of self-presentation and exemplification as positive indicators in securing a job. Hence, impression management tactics are essential in job interviews.

Mempersiapkan Dokumen Lamaran Kerja Dan Wawancara Kerja Bagi Siswa-Siswi Sekolah Menengah Kejuruan

The Training with the topic of Preparing Job Application Documents and Job Interview for Vocational High School Students played important role for the graduated students empowered by Bulir Padi to apply for job and get jobs according to their competencies. Due to the Covid-19 pandemic the training was carried out using zoom application. It was on July, 14, 2020. The training was presented by the team of FEB UAJ. The methods used in the process were lecturing, simulation and discussion. The material in the first session was Motivation. Session two was themed with How To Compose A Professional Curriculum Vitae, and the third session was Tips for Successfully Facing Job Interviews. The evaluation showed that although the training was in short it fairly succeeded in developing more confidence of the participants to prepare themselves to enter the world of work. This was shown by numerous students who asked questions, gave comments and were engaged during job interview simulation session.

Fillers as Communication Strategies Among English Second Language Speakers in Job Interviews

Good mastery of English in job interviews does not only give an added value to the second language (L2) interview candidates but also increases the chances to be employed. However, not all English as Second Language (ESL) speakers are competent in using the language. In this regard, communication strategies (CS) are useful for L2 speakers in overcoming the difficulties in communicating their intended messages. The objective of this study is to examine the use of fillers as CS by interviewing candidates of academic staff recruitment at Universiti Teknologi MARA Machang, Kelantan, in Malaysia. The data of this qualitative study were obtained from observations through video-recorded oral interactions between candidates and panellists during interview sessions. The NVivo software (version 12) was used to help the researcher in analysing the oral data. The results revealed that the use of fillers stipulated in Dörnyei and Scott’s (1997) taxonomy of CS was extensively used by ESL speakers in real job interviews as a processing time pressure-related strategy when the speaker was trying to fill in the gaps between their limited resources and message conveyance in L2. In conclusion, fillers are useful to L2 speakers by helping them to maintain conversations and prevent communication breakdown.

Pelatihan Tata Cara dan Etika Melamar Kerja Dalam Bahasa Inggris Bagi Siswa SMAN 1 Batulayar Kabupaten Lombok Barat

The purpose of community service activities is to increase insight into ethics and procedures for applying for jobs in English which will be needed for students at SMAN 1 Batulayar in particular, to enter the world of work after graduating from school. During the pre-test before the implementation of the service activities, it was found that almost 90% of the 20 grade 3 students at SMAN 1 Batulayar did not know the ethics and procedures for applying for jobs in English. So it can be said that this activity is very useful for students. The method used in this service is the diffusion of knowledge and the practice of implementing ethics and procedures for applying for jobs in English. The result of this service activity is that the third grade students participating in this activity become more enthusiastic and more confident in learning conversation and vocabulary related to job interviews in English. Moreover, our team also provides a pocket book in the form of summaries of several interviews and how to write a job application letter in English which they can learn whenever they want. This can be seen from the post test results after this service activity was carried out, namely an increase from 20 students who did not understand everything, almost 90%, namely 18 students understood ethics and procedures for applying for jobs in English.

Pygmalion in the ’hood

Self-presenting effectively at job interviews presents significant challenges for students at urban community colleges, especially those identified as low-income Black and Latinx. Current practices provide minimal support, if any, for enhancing the self-presentation of these students at job interviews. Too often, instead, students simply do not perform well, fail to achieve their job objectives, and remain marginalized by society. This article describes the experiences of urban community college students involved in an innovative effort to enhance their performance in job interviews. This innovative approach features identity work and highlights the value of role play and improvisation in a range of dramatic activities. It utilizes insights gained from research into Freirian conscientization, critical pedagogy, and critical race theories as well as participatory action research (PAR) methodology. This study highlights the eloquent voices and dramatic concerns of the students involved in two vignettes, “Acting White” and “Acting Phony,” expressing the plight of these students. Providing insights for teachers, the article reviews identity work to facilitate successful self-presentation conducted by a wide range of educators dealing with similar challenges involving racial and ethnic minorities. Concluding observations are presented and future debate and research is encouraged.

Enhancing multimodal communicative competence in ESP: the case of job interviews

ESP teaching has traditionally centred on the discourse practices of specific genres to develop students’ discursive competence in the target language. However, with the advent of studies on multimodality, there has been a growing recognition that new pedagogical approaches are required in ESP teaching. In this study, we discuss a research-informed pedagogical proposal to deal with job interviews, a highly routinised spoken genre that is typically addressed in Business English courses. Drawing on previous literature (Cope, B. and Kalantzis, M. (2015). The things you do to know: an introduction to the pedagogy of multiliteracies. In: Cope, B. and Kalantzis, M. (Eds.), A pedagogy of multiliteracies. Learning by design. Palgrave MacMillan, Hampshire, pp. 1–36; Lim, F.V. (2018). Developing a systemic functional approach to teach multimodal literacy. Funct. Ling. 5: 1–17), we present a pedagogical proposal that aims to promote students’ awareness of the multimodal nature of job interviews and develop their multimodal communicative competence through instruction, practice and feedback.