Situational Interviews

725 Words 3 Pages
The following assessments can be used in the selection process for Music Teachers in Middle Grades: structured interview, cognitive abilities test, and personality inventories. These assessments should target certain job related KSAOs, like the following: knowledge of teaching methods, ability to communicate information to students, knowledge of music including specific knowledge of each instrument and general music knowledge, ability to manage confidential information, excellent musical skills on primary instrument as well as sufficient skills on other instruments, strong interpersonal skills, ability to work well with other teachers and parents. This is not a comprehensive list of KSAOs, but those included will serve as examples to determine …show more content…
269). These interviews should target KSAOs that relate to communication skills or knowledge related to the job. The same questions should be asked in each interview to improve reliability of the assessment. An oral version of a Situational Judgement Test (SJT) can be included in the interview by asking applicants how they would respond to hypothetical situations. Situational interviews yield high validity (.43) and are resistant to race and gender bias (p. 277). An example of this is asking an applicant how they would differentiate a lesson to meet the needs of a student with a learning disability. Answers to this situation would show whether the applicant demonstrates target KSAOs. Cognitive ability is a strong predictor of job performance and is measured well by standardized tests (Cascio and Aguinis, 2011, p. 285). An applicant could take the test at the time of the interview, providing the employer with more useful information. Cognitive Ability Tests can lead to adverse impact, so other assessments should be used as well, such as personality …show more content…
Conscientiousness is defined as being “hardworking, achievement oriented, and persevering” (Cascio and Aguinis, 2011, p. 287-288). While it is not highly valid across all job types, agreeableness could also be a valid predictor of job performance for Music Teachers. Agreeableness is defined as flexible, cooperative, good-natured, forgiving, and tolerant (p. 288). Teaching requires cooperation with other teachers and administrative staff in the school, as well as contact with students and parents. Applicants for this job could complete a personality inventory along with the application. Individuals who are rated the highest on the structured interview and demonstrate high levels of cognitive ability, agreeableness, and conscientiousness should be considered for this job. Each of these assessments are strong predictors of job performance and also will demonstrate if the applicant possesses the KSAOs required by the job. The following is an outline of a procedure to gather information for a more detailed job analysis:
1. Position Analysis Questionnaire (PAQ)
• To be sent to a random sample of music teachers in middle schools across the state of Georgia
2. Personality-Related Position Requirements Form (PPRF)
• To be sent to a random sample of music teachers in middle schools across the state of Georgia
3. Subject Matter Expert (SME)

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