According to recent research, the structured interview is a more effective way to conduct interviews compared to the traditional approach. In addition, the structured interview offers a more equitable treatment of candidates and is more easily defensible in court. In this book, the authors present the most current knowledge and techniques regarding the selection interview. They provide a practical guide which takes into consideration numerous organizational constraints. Depending on the specific situation in which it may apply, different ways of conducting a selection interview are presented along with their advantages and limitations. The authors explain in detail how to prepare a structured interview, develop the best questions possible, conduct the interview, and use the information gathered to evaluate candidates. They propose answers and possible solutions to the most common questions and problems that arise when conducting interviews. They also provide meaningful tools and practical exercises designed for human resource professionals and for anyone willing to improve their ability to use structured interviews, an indispensable tool in personnel selection.

Mastering the Semi-Structured Interview and Beyond offers an in-depth and captivating step-by-step guide to the use of semi-structured interviews in qualitative research. By tracing the life of an actual research project–an exploration of a school district's effort over 40 years to address racial equality–as a consistent example threaded across the volume, Anne Galletta shows in concrete terms how readers can approach the planning and execution of their own new research endeavor, and illuminates unexpected real-life challenges they may confront and how to address them. The volume offers a close look at the inductive nature of qualitative research, the use of researcher reflexivity, and the systematic and iterative steps involved in data collection, analysis, and interpretation. It offers guidance on how to develop an interview protocol, including the arrangement of questions and ways to evoke analytically rich data. Particularly useful for those who may be familiar with qualitative research but have not yet conducted a qualitative study, Mastering the Semi-Structured Interview and Beyond will serve both undergraduate and graduate students as well as more advanced scholars seeking to incorporate this key methodological approach into their repertoire.

Describes and illustrates the two main approaches to structured interviewing: the behaviour description interview and the situational interview.

This preface tells the story of how Multimodal Usability responds to a special challenge. Chapter 1 describes the goals and structure of this book. The idea of describing how to make multimodal computer systems usable arose in the European Network of Excellence SIMILAR – “Taskforce for cre- ing human-machine interfaces SIMILAR to human-human communication”, 2003– 2007, www. similar. cc. SIMILAR brought together people from multimodal signal processing and usability with the aim of creating enabling technologies for new kinds of multimodal systems and demonstrating results in research prototypes. Most of our colleagues in the network were, in fact, busy extracting features and guring out how to demonstrate progress in working interactive systems, while claiming not to have too much of a notion of usability in system development and evaluation. It was proposed that the authors support the usability of the many multimodal pro- types underway by researching and presenting a methodology for building usable multimodal systems. We accepted the challenge, rst and foremost, no doubt, because the formidable team spirit in SIMILAR could make people accept outrageous things. Second, h- ing worked for nearly two decades on making multimodal systems usable, we were curious – curious at the opportunity to try to understand what happens to traditional usability work, that is, work in human–computer interaction centred around tra- tional graphical user interfaces (GUIs), when systems become as multimodal and as advanced in other ways as those we build in research today.

Updated for DSM-IV, the Structured Interview for DSM-IV Personality (SIDP-IV) is a semi-structured interview that uses nonpejorative questions to examine behavior and personality traits from the patient's perspective. The SIDP-IV is organized by topic sections rather than disorder to allow for a more natural conversational flow, a method that gleans useful information from related interview questions and produces a more accurate diagnosis. Designed as a follow-up to a general psychiatric interview and chart review that assesses episodic psychiatric disorders, the SIDP-IV helps the interviewer to more easily distinguish lifelong behavior from temporary states that result from an episodic psychiatric disorder. During the session, the interviewer can also refer to the specific DSM-IV criterion associated with that question set. In the event that the clinician decides to interview a third-party informant such as family members or close friends, a consent form is provided at the end of the interview. With this useful, concise interview in hand, clinicians can move quickly from diagnosis to treatment and begin to improve their patient's quality of life.

Packed with features like case studies and checklists, this accessible book gets you up and running so you can both understand interview research and use it in your project.

An excellent resource covering quantitative and qualitative methodologies for research students in education embarking upon their Research Methods MA, PhD, EdD or MPhil.

Encouraging young children to create and carry out their own social research projects can have significant social and educational benefits. In addition, their research may help them to influence local and national policies and practices on issues that matter to them. To support this, Developing Children as Researchers acts as a practical guide to give teachers – and other adults who work with children – a set of structured, easy-to-follow session plans that will help children to become researchers in their own right. Comprising of ten session plans that have already been tried and tested in schools, this guide will assist you in supporting child researchers while helping you to develop the techniques for teaching research skills effectively. The session plans also ensure that children’s views are heard and reflected by encouraging their active curiosity and investigation of issues that they may be concerned about. Forming a step-by-step guide, the ten sessions cover themes such as: starting the research process and identifying a research topic; the three key principles of research: be sceptical, systematic and ethical; choosing research participants and drawing up a research plan; the range of data collection and analysis methods; reporting the results of, and reflecting upon, a research project. Children’s research has often depended upon the support of academic researchers to provide resources and training. By making the research training and facilitation process more widely accessible, this guide will help remove the psychological and practical hurdles that teachers and others who regularly work with children might feel about helping children’s research themselves.

Organizations need research, and managers have to be able to commission, judge and use others' research as well as conduct research themselves to inform business decisions. Business Research Methods helps you understand the challenges of carrying out worthwhile research into significant issues and develop a wide range of research-related professional skills. Guiding you through the process of selecting, carrying out and reporting on a successful research project, it breaks down the research process, from exploring the literature and crafting a research proposal to practical research management and addressing the transferable skills of project management and communication. Business Research Methods places research firmly in the real world, exploring why research is done and how to ensure that projects are meaningful for organizations. Examples and case studies, including examples of students' projects, give learners with little or no work experience a meaningful context in which to relate their own projects. Online supporting resources for lecturers include an instructor's manual with additional activities and supporting handouts, lecture slides and figures and tables from the text. Resources for students include web links, templates, quizzes, activities, examples of practice and sample questionnaire results for students.