Recommendations evaluation of interview and presentation (enactment)
| Evaluation of interview and presentation (enactment) | ||
|---|---|---|
| Awareness | Be aware of enactment | Acknowledge that interviews/presentations stage require enactment (as in performing on stage or putting on a show) |
| Acknowledge that the expectation to ‘enact’ the ideal image fits some applicants better than others | ||
| Acknowledge that the quality of the performance has little predictive validity for the quality of the research | ||
| Be aware that panelists actively affect enactment | Acknowledge that panelist are active audience members whose responses (smiling, affirming, discouraging, disapproving) have an effect on the enactment | |
| Accountability | Hold each panelist accountable | Write your own comments and fill out forms completely during the presentation and/or the interview, independently from the other panelists |
| Biased language | Be aware that confidence is not equal to competence | Be sensitive to biased language used by applicants (superlatives, pronouns such as I versus we, etc) as a sign of (over) coaching and (over) selling or of making oneself bigger or smaller than one is |
| Be aware of shifting standards | Be sensitive to shifting standards expressed in language | |
| Reduce your own use of biased language in your response to the enactment | ||
| Criteria | Apply the same criteria to each applicant | Be sensitive that the enactment itself is not being evaluated and scores on the formal criteria are colored by the enactment performance |
| Structure | Ask the same questions to each applicant | Use a standard list and order of questions for each applicant |
| Use a scoring form/rubric to assess each applicant in the same way | ||
| Time | Spend equal amount of time | On each criterion |
| On each application | ||
| Check down and across the scoring form | ||
| Evaluation of interview and presentation (enactment) | ||
|---|---|---|
| Awareness | Be aware of enactment | Acknowledge that interviews/presentations stage require enactment (as in performing on stage or putting on a show) |
| Acknowledge that the expectation to ‘enact’ the ideal image fits some applicants better than others | ||
| Acknowledge that the quality of the performance has little predictive validity for the quality of the research | ||
| Be aware that panelists actively affect enactment | Acknowledge that panelist are active audience members whose responses (smiling, affirming, discouraging, disapproving) have an effect on the enactment | |
| Accountability | Hold each panelist accountable | Write your own comments and fill out forms completely during the presentation and/or the interview, independently from the other panelists |
| Biased language | Be aware that confidence is not equal to competence | Be sensitive to biased language used by applicants (superlatives, pronouns such as I versus we, etc) as a sign of (over) coaching and (over) selling or of making oneself bigger or smaller than one is |
| Be aware of shifting standards | Be sensitive to shifting standards expressed in language | |
| Reduce your own use of biased language in your response to the enactment | ||
| Criteria | Apply the same criteria to each applicant | Be sensitive that the enactment itself is not being evaluated and scores on the formal criteria are colored by the enactment performance |
| Structure | Ask the same questions to each applicant | Use a standard list and order of questions for each applicant |
| Use a scoring form/rubric to assess each applicant in the same way | ||
| Time | Spend equal amount of time | On each criterion |
| On each application | ||
| Check down and across the scoring form | ||
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