Extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice?

By R. S. Rubin, William H. Bommer, Timothy T. Baldwin. 2002

164 citations recorded by the source corpus.

Subfields: Communication, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ec54af44f7d549e2701ac4b906ec0b5b79978a56

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In Communication

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Perceived Stress and Life Satisfaction in College Students: Belonging and Extracurricular Participation as Moderators (2015, background): “…academic adjustment increases as participation in extracurricular activities increases (e.g., Bettencourt et al., 1999; Foubert & Grainger, 2006; Rubin et al., 2002; Shiah et al., 2013), it was predicted that the students who participated in extracurricular activities may have low perceived…”
Students’ use of extra-curricular activities for positional advantage in competitive job markets (2013, background): “For instance, members of clubs or organisations and fraternities/sororities possess more interpersonal skills than their non-participating counterparts (Rubin, Bommer, and Baldwin 2002).”
Recruiters’ Inferences of Applicant Personality Based on Resume Screening: Do Paper People have a Personality? (2009, background): “applicant employability, surprisingly little empirical data exist regarding the validity of resume-based inferences drawn by recruiters (Bright and Hutton 2000; Dindoff 1999; Harvey-Cook and Taffler 2000; Knouse 1994; Rubin et al. 2002; Thorns et al. 1999).”
Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools (2014, background): “For example, Rubin, Bommer, and Baldwin (2002) analysed data collected from 618 undergraduate business students.”
The effect of the learning environment on competences and training for the workplace according to graduates (2007, background): “associations, assessed themselves as having more social competences, such as working in a team, organising and planning, than students who were less active in that field (Rubin et al. 2002).”
Students' Entrepreneurial Intentions: The Role of Prior Learning Experiences and Emotional, Social, and Cognitive Competencies* (2018, methodology): “As shown by past research (Rubin, Bommer, and Baldwin 2002), students involved in a variety of associative activities (such as volunteer associations, political parties, clubs, churches, scouting, and artistic associations) have more opportunities to develop social skills than those who are not.”