Module 2 - BackgroundSOCIAL MEDIA AND HR; BEHAVIORAL ANCHORED RA.docx

Module 2 - Background
SOCIAL MEDIA AND HR; BEHAVIORAL ANCHORED
RATING SCALES; SIMULATION TRAINING
Staffing
Required Material
Davenport, T. H. (2012). Case study: Social media engages
employees. FT.Com, Retrieved from the Trident Online Library.
Facebook, Blogs & the Boss: The intersection of social media &
the workplace. (2013). Retrieved
from https://www.youtube.com/watch?v=PRrJ9eINYZI
Wild About Trial (2015). Legal Smart with Alison Triessl—
Social Media & Employment. Retrieved
from https://www.youtube.com/watch?v=d26eEzr5KuI.
Wilkie, D., & Wright, A. (2014). Balance risks of screening
social media activity. HR Magazine, 59(5), 14. Retrieved from
ProQuest in the Trident Online Library.
Wright, A. Nov., 2014). How Facebook recruits. Retrieved
from http://www.shrm.org/hrdisciplines/technology/articles/pag
es/how-facebook-recruits.aspx
Optional Material
Segal, J. A. (2014). The law and social media in hiring. HR
Magazine, 59(9), 70-72. Retrieved from ProQuest in the Trident
Online Library.
Segal, J. A., & LeMay, J., S.P.H.R. (2014). Should employers
use social media to screen job applicants? HR Magazine,
59(11), 20-21. Retrieved from ProQuest in the Trident Online
Library.
Skill Boosters (2015). Top 5—Social media fails at work.
Retrieved
from https://www.youtube.com/watch?v=6TXjQt3qYwk.
Swain, K. (2017). The impact of social media in the workplace
pros and cons. Retrieved from http://work.chron.com/impact-
social-media-workplace-pros-cons-22611.html.
Walden, J. A. (2016). Integrating Social Media Into the

Workplace: A Study of Shifting Technology Use
Repertoires. Journal Of Broadcasting & Electronic
Media, 60(2), 347-363. Available in the Trident Online Library.
Wright, A. D. (2014). More states prohibit social media
snooping. HR Magazine, 59(10), 14. Retrieved from ProQuest in
the Trident Online Library.
Behaviorally Anchored Rating Scales
Required Material
Behaviorally Anchored Rating Systems—BARS. Retrieved
from http://performance-appraisals.org/appraisal-
library/Behaviorally_Anchored_Rating_Systems_-_BARS/
Govekar, P. & Christopher, J. Assessing academic advising
using behaviorally anchored rating scales (BARS). Example.
Retrieved
from http://www.westga.edu/~bquest/2007/BARS7.pdf
Optional Material
Behaviorally Anchored Rating Scale (BARS) Guide. Retrieved
from www.in.gov/spd/files/bars.doc
Simulation Training
Required Material
Abernathy, D., Allerton, H., Barron, T., & Salopek, J. (1999).
Everyday simulation. Training & Development, 53(11), 37.
Available in the Trident Online Library.
AusBusiness Traveller (2011). Inside REAL Qantas 747 Flight
Simulator HD. Retrieved
from https://www.youtube.com/watch?v=L8JUWUKXV08. (for
Discussion Forum)
(AusBusiness Traveller, 2011)
Hiringsimulation.com (2017). Why Job Simulation Works.
Optional Material
Catling, C., Hogan, R., Fox, D., Cummins, A., Kelly, M., &
Sheehan, A. (2016). Simulation workshops with first year
midwifery students. Nurse Education in Practice, 17, 109-115.
Lambert, C., and Lloyd-Jones, H. (2014). Run simulation in
your workplace. Education for Primary Care. 25(6), 357-359.

Retrieved from BBSCOHost in the Trident Online Library.
McMaster, S., Ledrick, D., Stausmire, J., & Burgard, K. (2014).
Evaluation of a simulation training program for uncomplicated
fishhook removal. Wilderness & Environmental Medicine, 25,
416-424. Available in the Trident Online Library.
Uptick in simulation training. (2013). Air Force Time, 3.
2020/4/21 Can You Tell Fake News From Real? Study Finds
Students Have 'Dismaying' Inability : The Two-Way : NPR
https://www.npr.org/sections/thetwo-
way/2016/11/23/503129818/study-finds-students-have-
dismaying-inability-to-tell-fake-news-from-real 1/18
HOURLY NEWS
LISTEN LIVE
PLAYLIST
AMERICA
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The Two-Way
Students Have 'Dismaying' Inability To Tell Fake
News From Real, Study Finds
November 23, 2016 · 12:44 PM ET
CAMILA DOMONOSKE

Stanford researchers assessed students from middle school to
college and found they struggled to distinguish ads from
articles, neutral sources from biased ones and fake accounts
from real ones.
Gary Waters/Ikon Images/Getty Images
KPBS Radio
On Air Now
https://www.npr.org/sections/thetwo-way/127602855/america/
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https://www.kpbs.org/membership/?utm_source=npr.org&utm_
medium=referral&utm_campaign=click%20donate&utm_term=g
lobal-navigation
https://www.npr.org/sections/thetwo-way/
https://www.npr.org/people/348744968/camila-domonoske
https://www.npr.org/people/348744968/camila-domonoske
https://www.twitter.com/camilareads
If the children are the future, the future might be very ill-
informed.
That's one implication of a new study from Stanford researchers
that evaluated
students' ability to assess information sources and described the
results as

"dismaying," "bleak" and "[a] threat to democracy."
As content creators and social media platforms grapple with the
fake news crisis, the
study highlights the other side of the equation: What it looks
like when readers are
duped.
The researchers at Stanford's Graduate School of Education
have spent more than a
year evaluating how well students across the country can
evaluate online sources of
information.
Middle school, high school and college students in 12 states
were asked to evaluate the
information presented in tweets, comments and articles. More
than 7,800 student
responses were collected.
In exercise after exercise, the researchers were "shocked" —
their word, not ours — by
how many students failed to effectively evaluate the credibility
of that information.
The students displayed a "stunning and dismaying consistency"
in their responses, the

researchers wrote, getting duped again and again. They weren't
looking for high-level
analysis of data but just a "reasonable bar" of, for instance,
telling fake accounts from
real ones, activist groups from neutral sources and ads from
articles.
“More than 80 percent of middle schoolers believed that
'sponsored content' was a real news story.
"Many assume that because young people are fluent in social
media they are equally
savvy about what they find there," the researchers wrote. "Our
work shows the
ALL TECH CONSIDERED
Fake Or Real? How To Self-Check The News And Get The
Facts
https://sheg.stanford.edu/upload/V3LessonPlans/Executive%20S
ummary%2011.21.16.pdf
http://www.npr.org/sections/alltechconsidered/2016/11/17/4958
27410/from-hate-speech-to-fake-news-the-content-crisis-facing-
mark-zuckerberg
https://www.npr.org/sections/alltechconsidered/2016/12/05/503
581220/fake-or-real-how-to-self-check-the-news-and-get-the-
facts
https://www.npr.org/sections/alltechconsidered/
https://www.npr.org/sections/alltechconsidered/2016/12/05/503
581220/fake-or-real-how-to-self-check-the-news-and-get-the-
facts

opposite."
A professional appearance and polished "About" section could
easily persuade
students that a site was neutral and authoritative, the study
found, and young people
tended to credulously accept information as presented even
without supporting
evidence or citations.
The research was divided by age group and used 15 different
assessments. Here's a
sample of some of the results:
Most middle school students can't tell native ads from articles.
The researchers showed hundreds of middle schoolers a Slate
home page that included
a traditional ad and a "native ad" — a paid story branded as
"sponsored content" — as
well as Slate articles.

Most students could identify the traditional ad, but more than 80
percent of them
believed that the "sponsored content" article was a real news
story.
"Some students even mentioned that it was sponsored content
but still believed that it
was a news article," the researchers wrote, suggesting the
students don't know what
"sponsored content" means.
Most high school students accept photographs as presented,
without
verifying them.
The researchers showed high school students a photograph of
strange-looking flowers,
posted on the image hosting site Imgur by a user named
"pleasegoogleShakerAamerpleasegoogleDavidKelly. The
caption read "Fukushima
Nuclear Flowers: Not much more to say, this is what happens
when flowers get nuclear
birth defects."
http://www.snopes.com/nuclear-mutant-daisies/
https://imgur.com/gallery/BZWWx

pleasegoogleShakerAamerpleasegoogleDavidKelly Share
1 / 2Fukushima Nuclear Flowers
39 32 23,750
Sam Wineburg, a professor of education and history at Stanford
University and the
lead author of the study, spoke to NPR on Tuesday.
"The photograph had no attribution. There was nothing that
indicated that it was from
anywhere," he said. "We asked students, 'Does this photograph
provide proof that the
kind of nuclear disaster caused these aberrations in nature?' And
we found that over
80 percent of the high school students that we gave this to had
an extremely difficult
time making that determination.
"They didn't ask where it came from. They didn't verify it. They
simply accepted the
picture as fact."

Many high school students couldn't tell a real and fake news
source apart
on Facebook.
https://imgur.com/user/pleasegoogleShakerAamerpleasegoogleD
avidKelly
https://imgur.com/gallery/BZWWx#aER2hpy
https://imgur.com/
https://ed.stanford.edu/faculty/wineburg
“
Sam Wineburg, lead author of the study
They didn't ask where it came from. They didn't verify it. They
simply accepted the picture as fact.
One assessment presented two posts announcing Donald
Trump's candidacy for
president — one from the actual Fox News account, with a blue
checkmark indicating
it was verified, and one from an account that looked like Fox

News.
"Only a quarter of the students recognized and explained the
significance of the blue
checkmark, a Stanford press release noted. "And over 30
percent of students argued
that the fake account was more trustworthy."
Most college students didn't suspect potential bias in a tweet
from an
activist group.
The researchers sent undergraduate students a link to a tweet by
MoveOn about gun
owners' feelings on background checks, citing a survey by
Public Policy Polling.
MoveOn
@MoveOn
New polling shows the @NRA is out of touch with gun owners
and their own members ampr.gs/1Pyw4qg #NRAfail
74 5:20 PM - Nov 17, 2015
96 people are talking about this
https://ed.stanford.edu/news/stanford-researchers-find-students-
have-trouble-judging-credibility-information-online
https://twitter.com/moveon/status/666772893846675456
https://twitter.com/MoveOn
https://twitter.com/MoveOn

https://twitter.com/MoveOn/status/666772893846675456
https://twitter.com/NRA
https://t.co/wm6weuaCbd
https://twitter.com/hashtag/NRAfail?src=hash
https://twitter.com/intent/like?tweet_id=666772893846675456
https://support.twitter.com/articles/20175256
https://twitter.com/MoveOn/status/666772893846675456/photo/
1
They asked students to evaluate the tweet and say why it might
or might not be a good
data source.
“More than 30 percent of students thought a fake Fox News
account was more trustworthy than the real one.
"Only a few students noted that the tweet was based on a poll
conducted by a
professional polling firm," which might make it a good source,
the researchers wrote.
At the same time, less than a third of students cited the political
agenda of

MoveOn.org as a reason it might be a flawed source.
And more than half of the students didn't even click on the link
within the tweet before
evaluating the usefulness of the data.
Most Stanford students couldn't identify the difference between
a
mainstream and fringe source.
The American Academy of Pediatrics, which publishes the
journal Pediatrics, has
more than 65,000 members and has been around since 1930.
“Less than a third of students thought MoveOn.org has a
political agenda that might justify skepticism about its data on
gun owners.
The American College of Pediatricians (ACPeds) split from
AAP in 2002, over
objections to parenting by same-sex couples. ACPeds claims
homosexuality is linked to
pedophilia. It's classified as a hate group by the Southern
Poverty Law Center, which
estimates that ACPeds has about 200 members.
In an article in Education Week, Wineburg and his colleague
Sarah McGrew explain
that they directed Stanford undergrads to articles on both

organizations' sites. The
students spent up to 10 minutes evaluating them, and were free
to click links or Google
anything they liked.
http://www.edweek.org/ew/articles/2016/11/02/why-students-
cant-google-their-way-to.html
"More than half concluded that the article from the American
College of Pediatricians
... was 'more reliable,' " the researchers wrote. "Even students
who preferred the entry
from the American Academy of Pediatrics never uncovered the
differences between
the two groups."
You can see in-depth examples of some of the exercises —
including sample responses
— at the study's executive summary.
The project began before the recent uproar over the prevalence
of fake news online.

But its relevance is immediately clear.
Wineburg told NPR on Tuesday that the study demonstrates that
U.S. classrooms
haven't caught up to the way information is influencing kids
daily.
"What we see is a rash of fake news going on that people pass
on without thinking," he
said. "And we really can't blame young people because we've
never taught them to do
otherwise."
In fact, as Wineburg and McGrew wrote in Education Week,
some schools have filters
directing students to valid sources, which doesn't give them
practice learning to
evaluate sources for themselves.
The solution, they write, is to teach students — or, really, all
Internet users — to read
like fact checkers.
That means not just reading "vertically," on a single page or
source, but looking for
other sources — as well as not taking "About" pages as
evidence of neutrality, and not

assuming Google ranks results by reliability.
"The kinds of duties that used to be the responsibility of
editors, of librarians now fall
on the shoulders of anyone who uses a screen to become
informed about the world,"
Wineburg told NPR. "And so the response is not to take away
these rights from
ordinary citizens but to teach them how to thoughtfully engage
in information seeking
and evaluating in a cacophonous democracy."
https://sheg.stanford.edu/upload/V3LessonPlans/Executive%20S
ummary%2011.21.16.pdf
You keep vital information flowing.
Support this critical public service by donating to your local
NPR
station.
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Discussion: Simulation Training/Development
PreviousNext
commons.wikimedia.org

First Post—Module 2
A popular type of training at all levels of an organization is
simulation training/development. Simulation training uses a
duplicate work environment that is set up independently of the
work site. In this setting, trainees can learn under realistic
conditions, but away from the pressures of interruptions. Based
on your knowledge, research, and/or experiences, discuss the
value of simulation training/development. How do we as HRM
professionals objectively determine the "value" of simulation
training? Then, discuss the problems of simulation
training/development that should be taken into consideration by
human resource professionals. Finally, make a recommendation
as to how simulation training/development can be assessed and
used for succession planning.
Support your post with additional information from at least two
reputable sources (library and/or web-based). Cite your sources.
Bring in your own personal experiences, as applicable.
https://mytlc.trident.edu/index.php?page=library

Module 2 - BackgroundSOCIAL MEDIA AND HR; BEHAVIORAL ANCHORED RA.docx

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