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Lessons from 3,000 technical interviews

blog.interviewing.io

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Re: Lessons from 3,000 technical interviews

#141
post #56

Thanks for writing this Aline. As a recruiter for almost 20 years, I wish I had access to all my data and then the time to compile it, and anecdotally I'd expect the finding about MOOCs would be similar. The most selective of my hiring clients over the years tended to stress intellectual curiosity as a leading criterion and factor in their hiring decisions, as they felt that trait had led to better outcomes (good hir…

Outside of research and for fields outside of compsci, how else can applicants demonstrate "intellectual curiosity", and can you just expand a bit on what that means? Thank you, and thanks Aline!

To me, intellectual curiosity is basically "learning for the sake of learning". In other words, picking up a skill or researching a topic that interests you without having a real need to apply said skil/knowledge professionally or personally.

Often the research may be tangentially related to their work, but it doesn't have to be in order to be 'credited' as intellectual curiosity.

Outside of CS, demonstrating curiosity can be almost anything. A non-CS person learning a technical topic is actually a decent example. Non-programmers that buy Arduino and do some home automation project.

It can be almost anything I'd think. Many people don't dedicate much personal time to learning. Demonstrating that learning can be challenging.

I have clients that require interviewees to do a presentation on anything at all during the hiring process (both non-tech and tech employees). Some have demonstrated game strategies they've studied.

Re: Lessons from 3,000 technical interviews

#142
Huh, I hadn't bothered to list MOOCs on my resume since I didn't think employers would be interested, maybe data like this will make employers more interested in the courses, which would probably get more people to shell out for the certificates.

Re: Lessons from 3,000 technical interviews

#143

Earlier quoted context omitted.

Top school is also serving as a proxy for wealth and privilege. Good grades are also a proxy for wealth. Kids who have rich parents get private tutoring.

The privilege to value education and to spend time studying, yes. Almost all resources can be found online nowadays. If you've ever been to an SAT tutoring class, you know that the only benefit the kids have is the benefit of being forced to take practice tests. A top school is a good signal for how much time someone spent studying in high school, except for affirmative action students who get into top schools with m…

> except for affirmative action students who get into top schools with much worse scores and GPA.

This dismissive "quota tokens" attitude really irks me. It's one thing getting in, it's a total different ballgame surviving and coming out the other end with a decent GPA. I've seen people of all socioeconomic backgrounds fail and some from remarkable poor backgrounds do exceptionally well.

Re: Lessons from 3,000 technical interviews

#145

It's rather shocking how much effect Udacity/Coursera had on interview performance - more than graduating from a top school or being employed at a top company: "...only 3 attributes emerged as statistically significant: top school, top company, and classes on Udacity/Coursera."

It's not just 'impact' it's 'correlation' (or both). Universities don't teach programming, so it's not surprising you don't get applied skills out of the box with a degree. 'Good courses' are focused directly on teaching specific programming skills. I think they are a good idea because learning programming by 'osmosis' (as you go along) can result in 'not knowing' a lot of key things, even when they are right in fron…

> Universities don't teach programming, so it's not surprising you don't get applied skills out of the box with a degree.

I disagree with this statement. Some universities teach programming, some not so much, some only need a Java 101 to graduate.

There is a huge variance. We'd need a statistical analysis accounting for the quality of education given.

Re: Lessons from 3,000 technical interviews

#146

Earlier quoted context omitted.

Asking a person to traverse and modify a linked-list (a very common problem) or to implement a B-tree are not 'tech outside their job' Yes, it is. More to the point, it's built-in bias toward recent college graduates. Once someone's actually been out in the real world programming for several years, any space in their brain's metaphorical working set that was ever dedicated to remembering how to do this stuff has long…

I'll be honest, traversing a linked-list and implemented a B-tree (assuming someone reminds you what a B-tree is) are not particularly difficult problems. If you have trouble with those, I'm going to really wonder if your programming skills are really very good to begin with.

> I'll be honest, traversing a linked-list and implemented a B-tree (assuming someone reminds you what a B-tree is) are not particularly difficult problems

I'll be honest, this is indistinguishable from "I am good at X and I'm great therefore X is a good measure of ability".

Maybe worth rephrasing

Re: Lessons from 3,000 technical interviews

#147

I thought the most interesting finding was that completing Udacity or Coursera courses on programming/algorithms (for non-top school graduates) was highly predictable of strong interviewing performance.

They took the course to pass the interview; is that surprising? :-)

Re: Lessons from 3,000 technical interviews

#148

The author draws a hard distinction between Udacity/Coursera MOOCs (good) and traditional master's degrees (bad). I'll interject that with Georgia Tech's Online Master's in Computer Science program [0], which is delivered via Udacity and insanely cheap [1], you can get the best of both! (Their "Computability, Complexity and Algorithms" class is one of the top Udacity courses cited in the article.) Keep in mind that a…

[deleted]

Re: Lessons from 3,000 technical interviews

#149

Earlier quoted context omitted.

Asking a person to traverse and modify a linked-list (a very common problem) or to implement a B-tree are not 'tech outside their job' Yes, it is. More to the point, it's built-in bias toward recent college graduates. Once someone's actually been out in the real world programming for several years, any space in their brain's metaphorical working set that was ever dedicated to remembering how to do this stuff has long…

I'll be honest, traversing a linked-list and implemented a B-tree (assuming someone reminds you what a B-tree is) are not particularly difficult problems. If you have trouble with those, I'm going to really wonder if your programming skills are really very good to begin with.

Traversing is a linked list is far simpler than implementing a B-tree.

Re: Lessons from 3,000 technical interviews

#150

The author draws a hard distinction between Udacity/Coursera MOOCs (good) and traditional master's degrees (bad). I'll interject that with Georgia Tech's Online Master's in Computer Science program [0], which is delivered via Udacity and insanely cheap [1], you can get the best of both! (Their "Computability, Complexity and Algorithms" class is one of the top Udacity courses cited in the article.) Keep in mind that a…

While I agree that MOOCs lack face time, I was a terrible traditional student and excel when given the opportunity to structure my time as I see fit.

Accountability is overrated.

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