Evaluated cognitive, behavioral, and combined assertiveness treatments for dysfunctional job-interviewing skills. Cognitive treatment had no impact on any outcome variable. Some evidence favoring behavioral treatment appeared on cognitive assessment battery but not on behavioral battery, suggesting that cognitive improvements were not clearly…

Nonprofessional undergraduates rated job interviewee behavior. Results obtained with the student raters paralleled those of professionals. Student subjects discriminated nonverbal behaviors in making evaluations. Implications for future research with students as subjects and the development of peer counseling programs for job interview preparation…

Describes the development of the Job Interview Self-Statement Schedule (JISSS), a device for the assessment of positive and negative cognitions that may occur during job-selection interviews. Procedures for item generation, item selection, and subscale development are detailed, and preliminary normative, factor analytic, reliability, and validity…

Examined the most effective usage of videotape in job interview skill training for 24 mentally retarded young adults utilizing the microcounseling model of instruction. Data revealed the microcounseling model is most effective with the two skill areas of eye contact and body posture regardless of the method of videotape utilization. (Author)

Although all treatment groups performed significantly greater than the control group on interview performance, there was no significant difference between the five conditions. The use of additional equipment and experiential training did not show superiority over a purely didactic approach in training disadvantaged college students. (Author)

Evaluated the incremental effects of a cognitive map and a symbolic code in undergraduate students (N=55) learning the modeled social skill of job interviewing. Results indicated that these techniques appeared to be strong in facilitating the acquisition and retention of modeled social skills. (LLL)

Examined the effect of level of nonverbal behavior and mode of presentation (audio, audiovisual, visual, and printed transcript) on ratings given to a confederate "job interviewee." The results showed significant main effects and an interaction between level and mode. A poor visual presentation results in the lowest interviewer ratings. (Author)

Presents data concerning social validation of an empirically based training model for increasing job-interview skills. The model was easily employed as an effective training procedure. Student participants reported high levels of consumer satisfaction and identified several components of the model as being most beneficial. (Author)

Compared model exposure (MOD), role playing (RP), model exposure plus role playing (MRP), and model exposure role playing with videotape feedback (VIDEO). MRP and VIDEO treatments were greater than control procedures. RP treatment was more effective than control procedures on two criteria. (Author/BEF)

A job interview skills workshop model was compared with the traditional lecture-discussion group approach. Results indicated the behavioral group made significant gains in percentage of eye contact. The discussion group was superior in ratings of ability and expression of feelings and personal opinions relevant to the interview. (Author)