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Training Interpersonal Skills for Interviews: The Value of Behavioral Models and the Role of Personality

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dc.contributor.advisor Beier, Margaret E.
dc.creator Crook, Amy
dc.date.accessioned 2012-09-06T04:00:55Z
dc.date.accessioned 2012-09-06T04:00:57Z
dc.date.available 2012-09-06T04:00:55Z
dc.date.available 2012-09-06T04:00:57Z
dc.date.created 2012-05
dc.date.issued 2012-09-05
dc.date.submitted May 2012
dc.identifier.uri http://hdl.handle.net/1911/64650
dc.description.abstract Training for interpersonal skills is used widely in organizations but few empirical studies have measured its effectiveness in creating behavioral change. Though the impact of individual differences on training for technical skills has been examined extensively, prior studies in interpersonal skills training have not investigated personal characteristics to determine antecedents of interpersonal knowledge and predictors of learning. The current investigation applies social learning theory to the development of interpersonal skills training for job interviewing and examines the role of personality on training outcomes. In Study 1, I analyzed the interpersonal skills relevant to interviewing for a job and developed a measure of interpersonal interview knowledge. In Study 2, I investigated two formats for training interpersonal skills for interviews. One format used general rules for behavior to teach interpersonal skills for interviews while the other format used a combination of rules and examples of real interview behaviors modeled by actors. The primary aim of Study 2 was to examine the relationships between personality, training format, training’s fit with self-concept, knowledge, and interview performance. Training format did not impact interpersonal interview knowledge but did influence satisfaction with the training. Surprisingly, cognitive ability was not related to interview knowledge before or after training. Agreeableness and conscientiousness were positively related interpersonal interview knowledge. Interpersonal interview knowledge and conscientiousness positively predicted interview performance. Agreeableness, however, was negatively related to interview performance. These findings begin to answer questions about how individual differences can impact the effectiveness of interpersonal skills training in terms of both knowledge development and transfer of skills to job-related contexts.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject interpersonal skills
training
soft skills
job interviews
personality
dc.title Training Interpersonal Skills for Interviews: The Value of Behavioral Models and the Role of Personality
dc.contributor.committeeMember Motowidlo, Stephen J.
dc.contributor.committeeMember Villado, Anton J.
dc.contributor.committeeMember Smith, D. Brent
dc.date.updated 2012-09-06T04:00:57Z
dc.identifier.slug 123456789/ETD-2012-05-107
dc.type.material Text
thesis.degree.department Psychology
thesis.degree.discipline Psychology
thesis.degree.grantor Rice University
thesis.degree.level Doctoral
thesis.degree.name Doctor of Philosophy
dc.identifier.citation Crook, Amy. (2012) "Training Interpersonal Skills for Interviews: The Value of Behavioral Models and the Role of Personality." Doctoral Thesis, Rice University. http://hdl.handle.net/1911/64650.

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