PSY 4680, Industrial Organizational Psychology 1
UNIT III STUDY GUIDE
Employee Assessment and
Selection
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Define psychological test, identify the different types of tests (e.g.,
cognitive ability tests, psychomotor ability tests, knowledge and skill test,
personality tests, etc.), and apply these to work-related settings.
2. Analyze how biographical information, interviews, work samples,
assessment centers, and electronic assessments are used to select
employees.
3. Evaluate the employee recruitment process.
4. Research and apply the basic steps involved in selecting employees,
including the steps needed to conduct a validation study.
5. Explain how predictor information is used for selection.
6. Discuss the importance and utility of scientific selection, as well as the
legal issues associated with hiring decisions in the United States.
Unit Lesson
Employee recruitment and selection is a major activity of I/O psychologists.
Organizations spend much time and money hiring and training new employees,
with researchers estimating that it costs roughly 200% of an employee’s salary
to hire and train them (Griffeth & Hom, 2001). By hiring the right employees,
organizations can ensure that new employees not only have the skills and
abilities to perform the job well, but that they will be a great “fit” for the job
(Sujarto, 2011). Studies show that a good fit is associated with important
outcomes, such as organizational commitment, job satisfaction, and intentions to
quit (Kristof-Brown, 2005). Considering the costs and important outcomes of
employee selection, I/O psychologists use systematic approaches to recruit and
select the most well-qualified and best-fitting candidates.
Employee Selection
Employee selection is a very important activity because who you select for a
position has large implications, such as ensuring that new employees are able to
perform the job well and reducing unnecessary employee turnover (Barrick &
Zimmerman, 2009). Typically, selection involves assessing applicants and
gathering information about them to determine the extent to which they are
qualified and suitable for the job. The information that is gathered is related to
the position; job-related information includes details of their work history,
personality, interests, and other characteristics. The organization will also
provide the employee with critical information about the organization and job.
Some even provide a “realistic job preview,” in which they give applicants a
candid view of the responsibilities and conditions involved (Suszko & Breaugh,
1986).
Reading
Assignment
Chapter 5:
Assessment Methods for
Selection and Placement
Chapter 6:
Selecting Employees
Suggested Reading
Scroggins, W. A.,
Thomas, S. L., &
Morris, J. A. (2008).
Psychological testing in
personnel se ...
Cited Cascio, W. F., & Aguinis, H. (2019). Applied psychology iVinaOconner450
Cited: Cascio, W. F., & Aguinis, H. (2019). Applied psychology in talent management (8th ed.). Retrieved from https://www.vitalsource.com
Chapter 12 Selection Methods
Personal History Data
Selection and placement decisions often begin with an examination of personal history data (i.e., biodata) typically found in application forms, biographical inventories, and résumés. Undoubtedly one of the most widely used selection procedures is the application form. Like tests, application forms can be used to sample past or present behavior briefly but reliably. Studies of the application forms used by 200 organizations indicated that questions generally focused on information that was job related and necessary for the employment decision (Lowell & DeLoach, 1982; Miller, 1980). However, over 95% of the applications included one or more legally indefensible questions. To avoid potential problems, consider omitting any question that
Might lead to an adverse impact on members of protected groups,
Does not appear job related or related to a bona fide occupational qualification, or
Might constitute an invasion of privacy (Miller, 1980).
What can applicants do when confronted by a question that they believe is irrelevant or an invasion of privacy? Some may choose not to respond. However, research indicates that employers tend to view such a nonresponse as an attempt to conceal facts that would reflect poorly on an applicant. Hence, applicants (especially those who have nothing to hide) are ill advised not to respond (Stone & Stone, 1987).
Psychometric principles can be used to quantify responses or observations, and the resulting numbers can be subjected to reliability and validity analyses in the same manner as scores collected using other types of measures. Statistical analyses of such group data are extremely useful in specifying the personal characteristics indicative of later job success.
Opinions vary regarding exactly what items should be classified as biographical, since such items may vary along a number of dimensions—for example, verifiable–unverifiable; historical–futuristic; actual behavior–hypothetical behavior; firsthand–secondhand; external–
internal; specific–general; and invasive–noninvasive (see Table 12.1). This is further complicated by the fact that “contemporary biodata questions are now often indistinguishable from personality items in content, response format, and scoring” (Schmitt & Kunce, 2002, p. 570). Nevertheless, the core attribute of biodata items is that they pertain to historical events that may have shaped a person’s behavior and identity (Mael, 1991).
Some observers have advocated that only historical and verifiable experiences, events, or situations be classified as biographical items. Using this approach, most items on an application form would be considered biographical (e.g., rank in high school graduating class, work history). By contrast, if only historical, verifiable items are included, then quest ...
PSY 4680, Industrial Organizational Psychology 1
UNIT III STUDY GUIDE
Employee Assessment and
Selection
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Define psychological test, identify the different types of tests (e.g.,
cognitive ability tests, psychomotor ability tests, knowledge and skill test,
personality tests, etc.), and apply these to work-related settings.
2. Analyze how biographical information, interviews, work samples,
assessment centers, and electronic assessments are used to select
employees.
3. Evaluate the employee recruitment process.
4. Research and apply the basic steps involved in selecting employees,
including the steps needed to conduct a validation study.
5. Explain how predictor information is used for selection.
6. Discuss the importance and utility of scientific selection, as well as the
legal issues associated with hiring decisions in the United States.
Unit Lesson
Employee recruitment and selection is a major activity of I/O psychologists.
Organizations spend much time and money hiring and training new employees,
with researchers estimating that it costs roughly 200% of an employee’s salary
to hire and train them (Griffeth & Hom, 2001). By hiring the right employees,
organizations can ensure that new employees not only have the skills and
abilities to perform the job well, but that they will be a great “fit” for the job
(Sujarto, 2011). Studies show that a good fit is associated with important
outcomes, such as organizational commitment, job satisfaction, and intentions to
quit (Kristof-Brown, 2005). Considering the costs and important outcomes of
employee selection, I/O psychologists use systematic approaches to recruit and
select the most well-qualified and best-fitting candidates.
Employee Selection
Employee selection is a very important activity because who you select for a
position has large implications, such as ensuring that new employees are able to
perform the job well and reducing unnecessary employee turnover (Barrick &
Zimmerman, 2009). Typically, selection involves assessing applicants and
gathering information about them to determine the extent to which they are
qualified and suitable for the job. The information that is gathered is related to
the position; job-related information includes details of their work history,
personality, interests, and other characteristics. The organization will also
provide the employee with critical information about the organization and job.
Some even provide a “realistic job preview,” in which they give applicants a
candid view of the responsibilities and conditions involved (Suszko & Breaugh,
1986).
Reading
Assignment
Chapter 5:
Assessment Methods for
Selection and Placement
Chapter 6:
Selecting Employees
Suggested Reading
Scroggins, W. A.,
Thomas, S. L., &
Morris, J. A. (2008).
Psychological testing in
personnel se ...
Cited Cascio, W. F., & Aguinis, H. (2019). Applied psychology iVinaOconner450
Cited: Cascio, W. F., & Aguinis, H. (2019). Applied psychology in talent management (8th ed.). Retrieved from https://www.vitalsource.com
Chapter 12 Selection Methods
Personal History Data
Selection and placement decisions often begin with an examination of personal history data (i.e., biodata) typically found in application forms, biographical inventories, and résumés. Undoubtedly one of the most widely used selection procedures is the application form. Like tests, application forms can be used to sample past or present behavior briefly but reliably. Studies of the application forms used by 200 organizations indicated that questions generally focused on information that was job related and necessary for the employment decision (Lowell & DeLoach, 1982; Miller, 1980). However, over 95% of the applications included one or more legally indefensible questions. To avoid potential problems, consider omitting any question that
Might lead to an adverse impact on members of protected groups,
Does not appear job related or related to a bona fide occupational qualification, or
Might constitute an invasion of privacy (Miller, 1980).
What can applicants do when confronted by a question that they believe is irrelevant or an invasion of privacy? Some may choose not to respond. However, research indicates that employers tend to view such a nonresponse as an attempt to conceal facts that would reflect poorly on an applicant. Hence, applicants (especially those who have nothing to hide) are ill advised not to respond (Stone & Stone, 1987).
Psychometric principles can be used to quantify responses or observations, and the resulting numbers can be subjected to reliability and validity analyses in the same manner as scores collected using other types of measures. Statistical analyses of such group data are extremely useful in specifying the personal characteristics indicative of later job success.
Opinions vary regarding exactly what items should be classified as biographical, since such items may vary along a number of dimensions—for example, verifiable–unverifiable; historical–futuristic; actual behavior–hypothetical behavior; firsthand–secondhand; external–
internal; specific–general; and invasive–noninvasive (see Table 12.1). This is further complicated by the fact that “contemporary biodata questions are now often indistinguishable from personality items in content, response format, and scoring” (Schmitt & Kunce, 2002, p. 570). Nevertheless, the core attribute of biodata items is that they pertain to historical events that may have shaped a person’s behavior and identity (Mael, 1991).
Some observers have advocated that only historical and verifiable experiences, events, or situations be classified as biographical items. Using this approach, most items on an application form would be considered biographical (e.g., rank in high school graduating class, work history). By contrast, if only historical, verifiable items are included, then quest ...
An eye tracker analysis of the influence of applicant attractiveness on emplo...Hakan Boz
Abstract: Tourism sector is one of the biggest service sectors in the world economy. Not just because of its number of staffs but also due to sector income. The importance of this sector in Turkey increases day by day as well. One of the Structural problems of this sector, which provides almost %5 of the GDP of Turkey, is that labor turnover rate is relatively high. This ratio increases up to %300 according to claims of several studies, and this causes great loss of productivity and income for the tourism companies. Due to the continuous change of employees, companies have difficulty in reaching standard of service and as a result of this difficulty, the possibility of appearance of service errors increases. The problems related to the inexperience staff decrease the customer satisfaction and also they have negative effects on companies’ image.
This study aims to explore the role and influence of attractiveness/attractively on the recruitment process in the touristourism and hospitality sector. The study particularly aims to measure the influence of attractiveness on the selection of job candidates by human resource managers or other managers involved in recruitment. Particularly, the study aims explore to what extent managers act rationally or under the influence of Pavlovian conditioning in making their recruitment decisions. That is to what extent managers resort to heuristics, i.e. make their decision based on the attractively of the candidate, though her/his attractively should not matter as the two positions are back stage positions.
In this study, a part of neurologic data gathering techniques of Eye Tracker(ET) will be used, thereby it is planned to obtain results concerning how much the factor of attractiveness is important in evaluating the candidates who applied a position in tourism sector.
Profiling employees online: shifting public–private
boundaries in organisational life
Paula McDonald, Queensland University of Technology
Paul Thompson, Stirling University, Queensland University of Technology
Peter O’Connor, Queensland University of Technology
Human Resource Management Journal, Vol 26, no 4, 2016, pages 541–556
Profiling involves the collection and use of online information about prospective and current employees to
evaluate their fitness for and in the job. Workplace and legal studies suggest an expanded use of profiling
and significant legal/professional implications for HRM practitioners, yet scant attention has been afforded
to the boundaries of such practices. In this study, profiling is framed as a terrain on which employees and
employers assert asymmetrical interests. Using survey data from large samples in Australia and the UK, the
study investigates the prevalence and outcomes of profiling; the extent to which employees assert a right to
privacy versus employer rights to engage in profiling; the extent to which organisations codify profiling
practices; and employee responses in protecting online information. The findings contribute to a small and
emerging body of evidence addressing how social media conduct at work is reconstituting and reshaping the
boundaries between public and private spheres.
Contact: Professor Paula McDonald, Queensland University of Technology, PO Box 2434, Brisbane,
Qld 4001, Australia. Email: [email protected]
Keywords: profiling; public–private boundaries; social media at work; employee privacy
INTRODUCTION
T
he peer reviewed literature and popular media have reported the increasing use of
‘profiling’ by employers and HRM practitioners. Profiling, as defined in this article,
refers to the collection of online information, often via social networking sites or generic
search engines, for the purpose of evaluating prospective employees and monitoring current
employees with regards to their fitness for and in the job. Information gathered through
profiling which is of potential interest to employers includes inappropriate comments or text,
membership of certain groups and networks, communication skills, education, work history,
professional affiliations, interests and lifestyle choices (Kluemper, 2013; Whitehall, 2012).
Access to such information from employees’ online personas considerably extends traditional
forms of evidence derived from reference checks and criminal background searches. This is
because social exchange in an online environment which, although similar to traditional offline
communication in that social interactions take place and information is exchanged, involves
conversations which are preserved and subsequently accessible by others, including employers
(Clark and Roberts, 2010).
Profiling has significant legal, ethical and professional implications for HRM practitioners
(Davison et al., 2012), yet there has been relatively little discussion in the HRM literature its.
How and Why Do Interviewers Try to Make Impressions on Applica.docxpooleavelina
How and Why Do Interviewers Try to Make Impressions on Applicants?
A Qualitative Study
Annika Wilhelmy and Martin Kleinmann
Universität Zürich
Cornelius J. König
Universität des Saarlandes
Klaus G. Melchers
Universität Ulm
Donald M. Truxillo
Portland State University
To remain viable in today’s highly competitive business environments, it is crucial for organizations to
attract and retain top candidates. Hence, interviewers have the goal not only of identifying promising
applicants but also of representing their organization. Although it has been proposed that interviewers’
deliberate signaling behaviors are a key factor for attracting applicants and thus for ensuring organiza-
tions’ success, no conceptual model about impression management (IM) exists from the viewpoint of the
interviewer as separate from the applicant. To develop such a conceptual model on how and why
interviewers use IM, our qualitative study elaborates signaling theory in the interview context by
identifying the broad range of impressions that interviewers intend to create on applicants, what kinds of
signals interviewers deliberately use to create their intended impressions, and what outcomes they pursue.
Following a grounded theory approach, multiple raters analyzed in-depth interviews with interview-
ers and applicants. We also observed actual employment interviews and analyzed memos and image
brochures to generate a conceptual model of interviewer IM. Results showed that the spectrum of
interviewers’ IM intentions goes well beyond what has been proposed in past research. Furthermore,
interviewers apply a broad range of IM behaviors, including verbal and nonverbal as well as
paraverbal, artifactual, and administrative behaviors. An extensive taxonomy of interviewer IM
intentions, behaviors, and intended outcomes is developed, interrelationships between these ele-
ments are presented, and avenues for future research are derived.
Keywords: employment interview, impression management, signaling theory, recruitment, qualitative
study
The employment interview continues to be the most popular
selection tool used by both applicants and organizations to assess
and select one another (Macan, 2009). It is characterized by social
exchange processes between applicants (who want to get hired)
and representatives of the organization (who want to attract and
select the best candidates). To reach their goals, applicants and
interviewers try to detect what their interaction partner is interested
in and try to use this information to send appropriate signals
(Bangerter, Roulin, & König, 2012).
Signaling processes in the interview have mainly been studied in
terms of impression management (IM) efforts (Delery & Kacmar,
1998). Scholars have repeatedly pointed out that interviewers
frequently use IM and that these deliberate behaviors are a key
factor for attracting applicants and thus ensuring an organization’s
economic success (e.g., Dipboye & Johnson, 2013; Rosenfeld,
1997). Ho ...
3Job AnalysisH o w m uch sh o u ld yo u p a y an em .docxrhetttrevannion
3
Job Analysis
H o w m uch sh o u ld yo u p a y an em p lo yee f o r his o r h er jo b ?
W h at kin d o f c riteria sh o u ld you use to s e le c t a p p lic a n ts f o r op en jo b s ?
H o w d o y o u establish a selectio n p ro c e d u r e th a t g iv e s yo u the b e s t chance f o r
p ick in g the m o s t qu alified c a n d id a te f o r a p o sitio n a n d a t the sa m e tim e redu ces
the chance o f violatin g la w s a g a in s t discrim in ation ?
C an the tasks o f a jo b b e re d e s ig n e d to im prove em p lo yee m otivation a n d /o r qu ality
o f resu lts?
H o w d o yo u d e c id e w h a t to include in a training p ro g ra m ?
H o w can y o u p u t to g eth er a c a r e e r m an agem en t a n d d ev e lo p m e n t p ro g r a m ?
These are among the most basic problems with which a human resources management
program must grapple. Even though each of these questions deals with a different facet
of human resources management, their answers eventually find a common solution in the
process of job analysis. This is to say that job analysis is a taproot to virtually all HRM
programming and practices (McCormick, 1976; Rohmert & Landau, 1979; Teryek, 1979).
Job analysis is a collection of methods and procedures for defining certain aspects of
a job (Gael, 1983; Schuler, 1992). The analysis of a job or set of jobs can feed a number
of HRM applications. As elaborated on later, each form of analysis focuses on distinctive
features of jobs. Whether the application is compensation, selection, training, performance
engineering, or career management, all begin with the process of job analysis.
Perhaps the most widely known version of job analysis is in its use in making com
pensation decisions (Beatty & Beatty, 1986; Lister & Mercier, 1993). To achieve this
purpose, the duties and activities that characterize a given job are identified and described.
The result of this kind of job analysis is a job description. In its most comprehensive
manifestation, all jobs in an organization are identified and described. These job descrip
tions are then put through some form of job evaluation. The job evaluation compares
jobs on certain criteria (such as the amount of responsibility required or the complexity
of the work). By evaluating the typical duties and activities of different jobs using a
2 9
3 0 CHAPTER THREE
standard evaluation rating procedure, the relative worth of jobs in the organization can
be determined. Jobs can then be ranked into groups (or grades), and priced accordingly.
Keep in mind here that what is being analyzed are the jobs of the organization, not
the people in those jobs. A warehousing wholesale operation may have 30 different jobs
with a payroll of 100 employees. Obviously, a number of people do the same job; for
example, there could be 20 people in a route deliveryperson job.
In the Job Analysis assignment, you complete an analysis of a job held by an .
Running head HUMAN RESOURCE MANAGEMENT114HUMAN RESOURCE MANA.docxcowinhelen
Running head: HUMAN RESOURCE MANAGEMENT 1
14
HUMAN RESOURCE MANAGEMENT
Recruitment Process and Management of Diverse Workforce
Erica Smith
David Fountaine
11/13/16
1. Develop three (3) recruitment methods for the job opportunity in question, and suggest two (2) ways that each method helps one to avoid discriminatory practices. Justify your response.
There are three recruitment procedures; I used as the recruitment officer to fill in the customer service positions in Pepsi corporation. The firm aimed at improving the sales and marketing section, and hiring more recruits in the field was the solution approved by the business’s management. Three methods were used to select a qualified person for the opportunity. Such methods include; Applicants submits their documents such as resumes, a short interview, and application blanks among others (Armstrong & Taylor, 2014). Extensive research on the applicants, such that their backgrounds check which verifies the information and qualification. However, the background checks only happen when the number of candidates is few (Hanisko, et.al, 2015). This method avoids discrimination in two significance ways. First, is generous selection ensured through the presentation of documents showing the qualification of the vacant position in a firm, and hence selection is made fairly avoiding discriminatory practices (Armstrong & Taylor, 2014). Secondly, the aspect of conducting further studying the history background of the applicants.
Specific qualifications that are required to examine the qualifications and the skills of candidates. Most interviewers use a screening to limit the number of applicants being interviewed. The screening is used through the computer that is why most applications are submitted online. It narrows down the applications that have specific job qualifications that are needed for the job. To verify the documents and information given, interviews and proper job testing were conducted. Consequently, the interviews and tests determine the level of qualification and results to providing a possible rank of the candidates with their qualifications and performances from the test and the interviews. Discrimination is not encouraged due to fair testing and interviews (Hanisko, et.al, 2015). The tests are done fairly, and decisions of selecting the appropriate candidate are made according to the performances and qualifications of the individual. Applicants should meet all job requirements, of the application and the recruitment department decided to examine and evaluate the best candidate for the job. Discrimination is also not encouraged since this method ensures equality in terms gender, race, and sex among others (Hanisko, et.al, 2015).
The third method of used for the selection was offering a contingent to the finalist. This process can only happen after two or more candidates have qualified for the job. To avoid discrimination an offer for the finalist to work together, prevents po ...
Investigating the main factors that influence employee retention at private u...AI Publications
This study aimed to examine the main factors influencing employee retention at private universities in Kurdistan. A quantitative method was used to analyze the data in this study, the researcher prepared questionnaire and distributed in the private universities. The survey was divided into two sections; the first section was demographic analysis which started with respondent’s age, gender, and level of education. The second section of survey consisted of 28 questions regarding factors affecting employee retention. A random sampling method was used in this study. The researcher distributed 140 questionnaires, 115 questionnaires were received and being completed properly and 25 questionnaires were missing. Participants were varied as for age, gender and level of education. The findings revealed that the highest value was for job security, which demonstrates that the degree of employee retention increases by their job security factors.
Recognizing the fact usernames passwords are the weakest link in an.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
An Integrated Approach of Physical Biometric Authentication System
Objective
Per Fennelly (2017), every human being is created differently with physical and behavioral traits that are unique; and everyone’s fingerprints, iris, facial feature and body types are entirely different from one another. The effective and efficient use of biometric technology will play a key role in automating a new method of identifying living person based on individual physiological and behavioral characteristics. Protecting sensitive information from vulnerable access by unauthorized users is paramount in our digital world and attempting to identify and mitigating such operation is becoming very challenging and troubling to the entire human society.
Biometric authentication-based identity is playing a vital role in security operations. Traditional authentication approach used to identity logon, logout, username, passwords are no longer enough to battle the identity and security crisis. Physical Biometric processes often allow the authentication of an individual personal data to be stored in a document format for future references. The comparison is often used to determine whether the biometric characteristics of individual match the previously information recorded in the document. Physical biometric systems have proven to be very effective in verification and identification processes.
Physical biometric identification and recognition processes are classified in three groupings including acquisition, feature extraction and comparison. Traditionally, biometric characteristics are acquired through measurements, such as a camera, microphone, fingerprint scanner, gathering of specific characteristics and creation of digital representation, photograph, a voice recording and scanned fingerprint. Most naturally significant areas supporting physical biometric process include corners of the eyes, mouth, nose, chin and likely to be identified by human inspection and through an automated biometric process.
Biometric Access Control is a security system used to provides conditional access after scanning for unique physical characteristics including installing Biometric Access at ATM’s and other public facilities to safeguard financial data. Indeed, when faces, fingers, irises and veins are scanned such data are converted into digital format and a complex algorithm is used to make a match. Such physical biometric processes .
Recognizing Fallacies
Constructing sound arguments requires valid logic and reasoning. If your premises (reasoning) are incorrect they are considered to be “fallacies”. There are several different types of fallacies that exist. Once you recognize the fallacies you are more likely to avoid them in your reasoning.
(Hint: refer to textbook Chapter 11 for more information on fallacies.)
1.
Match
each fallacy with its definition in the chart below.
A. Begging the question
G. Appeal to fear
H. Questionable cause
B. Hasty generalization
C. False dilemma
I. Two wrongs make a right
D Slippery slope J. Misidentification of the cause
E. Appeal to authority
F. Bandwagon
___
.
Also known as circular reasoning because the reasoning assumes the conclusion is true.
___
.
Sometimes occurs due to “peer pressure” or groupthink phenomenon when you may be influenced to conform to the opinion of the group.
___
.
A causal situation where we are unsure of the actual root cause of the issue. It’s possible to ignore a possible cause or to incorrectly assume a common cause.
___
.
This argument states that the action (or conclusion) is a justified response to another wrong action (or conclusion).
___
.
This occurs when there is no real evidence for the argument. Superstitions are a good example of this.
___
.
The “either/or” fallacy – the argument presents only two extreme alternatives and does not allow for alternative options.
___
.
Indicates that one negative action will lead to another, and then another worse one, and so on and so forth all leading to a terrible end result
___
.
Basing a belief on a source or person who is not qualified to give an expert opinion on the subject.
___
.
The argument supports its conclusion not by evidence, but by demands or threats of punishment or misfortune.
___
.
A general conclusion is reached based on a very small sample, so the reasons provide weak support for the conclusion.
Deductive Argument
In a deductive argument, the premises (reasoning) provide such strong support for the conclusion that, if the premises are true, then it would be impossible for the conclusion to be false. Deductive arguments are VALID or INVALID.
EXAMPLE:
Valid
– All children are young.
Johnny is a child.
Therefore, Johnny is young.
Invalid – All children are young.
Johnny is a child.
Therefore, all children are Johnny.
Complete each deductive argument below with a valid conclusion.
2.
Premise 1: All humans are mortal.
Premise 2: I am human.
Conclusion: Therefore, I am _______________
3.
Premise 1: All birds have feathers.
Premise 2: Cardinals are birds.
Conclusion: Therefore, cardinals have _______________
4.
Premise 1: There is a party at work today.
Premise 2: Jimmy is sick and not at work today.
Con.
More Related Content
Similar to Received 9 December 2017 Revised 19 September 2018 Accepted.docx
An eye tracker analysis of the influence of applicant attractiveness on emplo...Hakan Boz
Abstract: Tourism sector is one of the biggest service sectors in the world economy. Not just because of its number of staffs but also due to sector income. The importance of this sector in Turkey increases day by day as well. One of the Structural problems of this sector, which provides almost %5 of the GDP of Turkey, is that labor turnover rate is relatively high. This ratio increases up to %300 according to claims of several studies, and this causes great loss of productivity and income for the tourism companies. Due to the continuous change of employees, companies have difficulty in reaching standard of service and as a result of this difficulty, the possibility of appearance of service errors increases. The problems related to the inexperience staff decrease the customer satisfaction and also they have negative effects on companies’ image.
This study aims to explore the role and influence of attractiveness/attractively on the recruitment process in the touristourism and hospitality sector. The study particularly aims to measure the influence of attractiveness on the selection of job candidates by human resource managers or other managers involved in recruitment. Particularly, the study aims explore to what extent managers act rationally or under the influence of Pavlovian conditioning in making their recruitment decisions. That is to what extent managers resort to heuristics, i.e. make their decision based on the attractively of the candidate, though her/his attractively should not matter as the two positions are back stage positions.
In this study, a part of neurologic data gathering techniques of Eye Tracker(ET) will be used, thereby it is planned to obtain results concerning how much the factor of attractiveness is important in evaluating the candidates who applied a position in tourism sector.
Profiling employees online: shifting public–private
boundaries in organisational life
Paula McDonald, Queensland University of Technology
Paul Thompson, Stirling University, Queensland University of Technology
Peter O’Connor, Queensland University of Technology
Human Resource Management Journal, Vol 26, no 4, 2016, pages 541–556
Profiling involves the collection and use of online information about prospective and current employees to
evaluate their fitness for and in the job. Workplace and legal studies suggest an expanded use of profiling
and significant legal/professional implications for HRM practitioners, yet scant attention has been afforded
to the boundaries of such practices. In this study, profiling is framed as a terrain on which employees and
employers assert asymmetrical interests. Using survey data from large samples in Australia and the UK, the
study investigates the prevalence and outcomes of profiling; the extent to which employees assert a right to
privacy versus employer rights to engage in profiling; the extent to which organisations codify profiling
practices; and employee responses in protecting online information. The findings contribute to a small and
emerging body of evidence addressing how social media conduct at work is reconstituting and reshaping the
boundaries between public and private spheres.
Contact: Professor Paula McDonald, Queensland University of Technology, PO Box 2434, Brisbane,
Qld 4001, Australia. Email: [email protected]
Keywords: profiling; public–private boundaries; social media at work; employee privacy
INTRODUCTION
T
he peer reviewed literature and popular media have reported the increasing use of
‘profiling’ by employers and HRM practitioners. Profiling, as defined in this article,
refers to the collection of online information, often via social networking sites or generic
search engines, for the purpose of evaluating prospective employees and monitoring current
employees with regards to their fitness for and in the job. Information gathered through
profiling which is of potential interest to employers includes inappropriate comments or text,
membership of certain groups and networks, communication skills, education, work history,
professional affiliations, interests and lifestyle choices (Kluemper, 2013; Whitehall, 2012).
Access to such information from employees’ online personas considerably extends traditional
forms of evidence derived from reference checks and criminal background searches. This is
because social exchange in an online environment which, although similar to traditional offline
communication in that social interactions take place and information is exchanged, involves
conversations which are preserved and subsequently accessible by others, including employers
(Clark and Roberts, 2010).
Profiling has significant legal, ethical and professional implications for HRM practitioners
(Davison et al., 2012), yet there has been relatively little discussion in the HRM literature its.
How and Why Do Interviewers Try to Make Impressions on Applica.docxpooleavelina
How and Why Do Interviewers Try to Make Impressions on Applicants?
A Qualitative Study
Annika Wilhelmy and Martin Kleinmann
Universität Zürich
Cornelius J. König
Universität des Saarlandes
Klaus G. Melchers
Universität Ulm
Donald M. Truxillo
Portland State University
To remain viable in today’s highly competitive business environments, it is crucial for organizations to
attract and retain top candidates. Hence, interviewers have the goal not only of identifying promising
applicants but also of representing their organization. Although it has been proposed that interviewers’
deliberate signaling behaviors are a key factor for attracting applicants and thus for ensuring organiza-
tions’ success, no conceptual model about impression management (IM) exists from the viewpoint of the
interviewer as separate from the applicant. To develop such a conceptual model on how and why
interviewers use IM, our qualitative study elaborates signaling theory in the interview context by
identifying the broad range of impressions that interviewers intend to create on applicants, what kinds of
signals interviewers deliberately use to create their intended impressions, and what outcomes they pursue.
Following a grounded theory approach, multiple raters analyzed in-depth interviews with interview-
ers and applicants. We also observed actual employment interviews and analyzed memos and image
brochures to generate a conceptual model of interviewer IM. Results showed that the spectrum of
interviewers’ IM intentions goes well beyond what has been proposed in past research. Furthermore,
interviewers apply a broad range of IM behaviors, including verbal and nonverbal as well as
paraverbal, artifactual, and administrative behaviors. An extensive taxonomy of interviewer IM
intentions, behaviors, and intended outcomes is developed, interrelationships between these ele-
ments are presented, and avenues for future research are derived.
Keywords: employment interview, impression management, signaling theory, recruitment, qualitative
study
The employment interview continues to be the most popular
selection tool used by both applicants and organizations to assess
and select one another (Macan, 2009). It is characterized by social
exchange processes between applicants (who want to get hired)
and representatives of the organization (who want to attract and
select the best candidates). To reach their goals, applicants and
interviewers try to detect what their interaction partner is interested
in and try to use this information to send appropriate signals
(Bangerter, Roulin, & König, 2012).
Signaling processes in the interview have mainly been studied in
terms of impression management (IM) efforts (Delery & Kacmar,
1998). Scholars have repeatedly pointed out that interviewers
frequently use IM and that these deliberate behaviors are a key
factor for attracting applicants and thus ensuring an organization’s
economic success (e.g., Dipboye & Johnson, 2013; Rosenfeld,
1997). Ho ...
3Job AnalysisH o w m uch sh o u ld yo u p a y an em .docxrhetttrevannion
3
Job Analysis
H o w m uch sh o u ld yo u p a y an em p lo yee f o r his o r h er jo b ?
W h at kin d o f c riteria sh o u ld you use to s e le c t a p p lic a n ts f o r op en jo b s ?
H o w d o y o u establish a selectio n p ro c e d u r e th a t g iv e s yo u the b e s t chance f o r
p ick in g the m o s t qu alified c a n d id a te f o r a p o sitio n a n d a t the sa m e tim e redu ces
the chance o f violatin g la w s a g a in s t discrim in ation ?
C an the tasks o f a jo b b e re d e s ig n e d to im prove em p lo yee m otivation a n d /o r qu ality
o f resu lts?
H o w d o yo u d e c id e w h a t to include in a training p ro g ra m ?
H o w can y o u p u t to g eth er a c a r e e r m an agem en t a n d d ev e lo p m e n t p ro g r a m ?
These are among the most basic problems with which a human resources management
program must grapple. Even though each of these questions deals with a different facet
of human resources management, their answers eventually find a common solution in the
process of job analysis. This is to say that job analysis is a taproot to virtually all HRM
programming and practices (McCormick, 1976; Rohmert & Landau, 1979; Teryek, 1979).
Job analysis is a collection of methods and procedures for defining certain aspects of
a job (Gael, 1983; Schuler, 1992). The analysis of a job or set of jobs can feed a number
of HRM applications. As elaborated on later, each form of analysis focuses on distinctive
features of jobs. Whether the application is compensation, selection, training, performance
engineering, or career management, all begin with the process of job analysis.
Perhaps the most widely known version of job analysis is in its use in making com
pensation decisions (Beatty & Beatty, 1986; Lister & Mercier, 1993). To achieve this
purpose, the duties and activities that characterize a given job are identified and described.
The result of this kind of job analysis is a job description. In its most comprehensive
manifestation, all jobs in an organization are identified and described. These job descrip
tions are then put through some form of job evaluation. The job evaluation compares
jobs on certain criteria (such as the amount of responsibility required or the complexity
of the work). By evaluating the typical duties and activities of different jobs using a
2 9
3 0 CHAPTER THREE
standard evaluation rating procedure, the relative worth of jobs in the organization can
be determined. Jobs can then be ranked into groups (or grades), and priced accordingly.
Keep in mind here that what is being analyzed are the jobs of the organization, not
the people in those jobs. A warehousing wholesale operation may have 30 different jobs
with a payroll of 100 employees. Obviously, a number of people do the same job; for
example, there could be 20 people in a route deliveryperson job.
In the Job Analysis assignment, you complete an analysis of a job held by an .
Running head HUMAN RESOURCE MANAGEMENT114HUMAN RESOURCE MANA.docxcowinhelen
Running head: HUMAN RESOURCE MANAGEMENT 1
14
HUMAN RESOURCE MANAGEMENT
Recruitment Process and Management of Diverse Workforce
Erica Smith
David Fountaine
11/13/16
1. Develop three (3) recruitment methods for the job opportunity in question, and suggest two (2) ways that each method helps one to avoid discriminatory practices. Justify your response.
There are three recruitment procedures; I used as the recruitment officer to fill in the customer service positions in Pepsi corporation. The firm aimed at improving the sales and marketing section, and hiring more recruits in the field was the solution approved by the business’s management. Three methods were used to select a qualified person for the opportunity. Such methods include; Applicants submits their documents such as resumes, a short interview, and application blanks among others (Armstrong & Taylor, 2014). Extensive research on the applicants, such that their backgrounds check which verifies the information and qualification. However, the background checks only happen when the number of candidates is few (Hanisko, et.al, 2015). This method avoids discrimination in two significance ways. First, is generous selection ensured through the presentation of documents showing the qualification of the vacant position in a firm, and hence selection is made fairly avoiding discriminatory practices (Armstrong & Taylor, 2014). Secondly, the aspect of conducting further studying the history background of the applicants.
Specific qualifications that are required to examine the qualifications and the skills of candidates. Most interviewers use a screening to limit the number of applicants being interviewed. The screening is used through the computer that is why most applications are submitted online. It narrows down the applications that have specific job qualifications that are needed for the job. To verify the documents and information given, interviews and proper job testing were conducted. Consequently, the interviews and tests determine the level of qualification and results to providing a possible rank of the candidates with their qualifications and performances from the test and the interviews. Discrimination is not encouraged due to fair testing and interviews (Hanisko, et.al, 2015). The tests are done fairly, and decisions of selecting the appropriate candidate are made according to the performances and qualifications of the individual. Applicants should meet all job requirements, of the application and the recruitment department decided to examine and evaluate the best candidate for the job. Discrimination is also not encouraged since this method ensures equality in terms gender, race, and sex among others (Hanisko, et.al, 2015).
The third method of used for the selection was offering a contingent to the finalist. This process can only happen after two or more candidates have qualified for the job. To avoid discrimination an offer for the finalist to work together, prevents po ...
Investigating the main factors that influence employee retention at private u...AI Publications
This study aimed to examine the main factors influencing employee retention at private universities in Kurdistan. A quantitative method was used to analyze the data in this study, the researcher prepared questionnaire and distributed in the private universities. The survey was divided into two sections; the first section was demographic analysis which started with respondent’s age, gender, and level of education. The second section of survey consisted of 28 questions regarding factors affecting employee retention. A random sampling method was used in this study. The researcher distributed 140 questionnaires, 115 questionnaires were received and being completed properly and 25 questionnaires were missing. Participants were varied as for age, gender and level of education. The findings revealed that the highest value was for job security, which demonstrates that the degree of employee retention increases by their job security factors.
Recognizing the fact usernames passwords are the weakest link in an.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
An Integrated Approach of Physical Biometric Authentication System
Objective
Per Fennelly (2017), every human being is created differently with physical and behavioral traits that are unique; and everyone’s fingerprints, iris, facial feature and body types are entirely different from one another. The effective and efficient use of biometric technology will play a key role in automating a new method of identifying living person based on individual physiological and behavioral characteristics. Protecting sensitive information from vulnerable access by unauthorized users is paramount in our digital world and attempting to identify and mitigating such operation is becoming very challenging and troubling to the entire human society.
Biometric authentication-based identity is playing a vital role in security operations. Traditional authentication approach used to identity logon, logout, username, passwords are no longer enough to battle the identity and security crisis. Physical Biometric processes often allow the authentication of an individual personal data to be stored in a document format for future references. The comparison is often used to determine whether the biometric characteristics of individual match the previously information recorded in the document. Physical biometric systems have proven to be very effective in verification and identification processes.
Physical biometric identification and recognition processes are classified in three groupings including acquisition, feature extraction and comparison. Traditionally, biometric characteristics are acquired through measurements, such as a camera, microphone, fingerprint scanner, gathering of specific characteristics and creation of digital representation, photograph, a voice recording and scanned fingerprint. Most naturally significant areas supporting physical biometric process include corners of the eyes, mouth, nose, chin and likely to be identified by human inspection and through an automated biometric process.
Biometric Access Control is a security system used to provides conditional access after scanning for unique physical characteristics including installing Biometric Access at ATM’s and other public facilities to safeguard financial data. Indeed, when faces, fingers, irises and veins are scanned such data are converted into digital format and a complex algorithm is used to make a match. Such physical biometric processes .
Recognizing Fallacies
Constructing sound arguments requires valid logic and reasoning. If your premises (reasoning) are incorrect they are considered to be “fallacies”. There are several different types of fallacies that exist. Once you recognize the fallacies you are more likely to avoid them in your reasoning.
(Hint: refer to textbook Chapter 11 for more information on fallacies.)
1.
Match
each fallacy with its definition in the chart below.
A. Begging the question
G. Appeal to fear
H. Questionable cause
B. Hasty generalization
C. False dilemma
I. Two wrongs make a right
D Slippery slope J. Misidentification of the cause
E. Appeal to authority
F. Bandwagon
___
.
Also known as circular reasoning because the reasoning assumes the conclusion is true.
___
.
Sometimes occurs due to “peer pressure” or groupthink phenomenon when you may be influenced to conform to the opinion of the group.
___
.
A causal situation where we are unsure of the actual root cause of the issue. It’s possible to ignore a possible cause or to incorrectly assume a common cause.
___
.
This argument states that the action (or conclusion) is a justified response to another wrong action (or conclusion).
___
.
This occurs when there is no real evidence for the argument. Superstitions are a good example of this.
___
.
The “either/or” fallacy – the argument presents only two extreme alternatives and does not allow for alternative options.
___
.
Indicates that one negative action will lead to another, and then another worse one, and so on and so forth all leading to a terrible end result
___
.
Basing a belief on a source or person who is not qualified to give an expert opinion on the subject.
___
.
The argument supports its conclusion not by evidence, but by demands or threats of punishment or misfortune.
___
.
A general conclusion is reached based on a very small sample, so the reasons provide weak support for the conclusion.
Deductive Argument
In a deductive argument, the premises (reasoning) provide such strong support for the conclusion that, if the premises are true, then it would be impossible for the conclusion to be false. Deductive arguments are VALID or INVALID.
EXAMPLE:
Valid
– All children are young.
Johnny is a child.
Therefore, Johnny is young.
Invalid – All children are young.
Johnny is a child.
Therefore, all children are Johnny.
Complete each deductive argument below with a valid conclusion.
2.
Premise 1: All humans are mortal.
Premise 2: I am human.
Conclusion: Therefore, I am _______________
3.
Premise 1: All birds have feathers.
Premise 2: Cardinals are birds.
Conclusion: Therefore, cardinals have _______________
4.
Premise 1: There is a party at work today.
Premise 2: Jimmy is sick and not at work today.
Con.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
Recognizing the fact usernames passwords are the weakest link in.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
.
Recognizing ArgumentsIn this assignment, you will apply key co.docxdanas19
Recognizing Arguments
In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as strict, loose, inductive, and deductive. You will then construct specific, original arguments.
There are
two
parts to the assignment. Complete both parts.
Part 1
1a: Identify Components of Arguments
Identify the component parts of the argument, premises and conclusion, for the following passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion.
Refer to the following example:
“All men are mortal. Socrates is a man. Therefore, Socrates is mortal.”
All men are mortal.
Premise
Socrates is a man.
Premise
Therefore
, Socrates is mortal.
Conclusion
“Therefore” is a key word indicating the claim is the conclusion.
1.
Sue is pregnant and will give birth to one child. We know already this child has no genetic anomalies. If Sue’s baby is a boy, he will be named Mark. If Sue’s baby is a girl, she will be named Margaret. Sue will have either a boy or a girl. So we know Sue’s baby will be named Mark or Margaret.
2.
If the library has
The
Lord of the Rings,
you won’t find it on the first floor. This is because all fantasy novels are fiction and all works of fiction are housed on the second floor of the library. Of course, I am assuming that all the books are properly shelved at this time.
3.
“After a year, brain scans showed that among the walkers, the hippocampus had increased in volume by about 2 percent on average; in the others, it had declined by about 1.4 percent. Since such a decline is normal in older adults, ’a 2 percent increase is fairly significant,’ said the lead author, Kirk Erickson, a psychologist at the University of Pittsburgh. Both groups also improved on a test of spatial memory, but the walkers improved more. While it is hard to generalize from this study to other populations, the researchers were delighted to learn that the hippocampus might expand with exercise” (Span, 2011).
Reference
Span, P. (2011, February 7). Fitness: A walk to remember? Study says yes.
The New York Times
. Retrieved from
http://www.nytimes.com/2011/02/08/health/research/08fitness.html?src=me&ref=general
1b: Identify Arguments as Strict or Loose
Identify the arguments as strict or loose for the following passages:
1.
I was late for class because my car ran out of gas and I could not find a gas station.
2.
It’s a good idea to drink more cranberry juice. It’s a good source of vitamin C and they say it helps keep the kidneys healthy.
3.
“Researchers from the National Institutes of Health have found that less than an hour of cell phone use can speed up brain activity in the area closest to the phone antenna, raising new questions about the health effects of low levels of radiation emitted from cell phones.
Recognition, Reification, and Practices of ForgettingEthica.docxdanas19
Recognition, Reification, and Practices of Forgetting:
Ethical Implications of Human Resource Management
Gazi Islam
Received: 3 June 2011 / Accepted: 28 July 2012 / Published online: 17 August 2012
� Springer Science+Business Media B.V. 2012
Abstract This article examines the ethical framing of
employment in contemporary human resource management
(HRM). Using Axel Honneth’s theory of recognition and
classical critical notions of reification, I contrast recogni-
tion and reifying stances on labor. The recognition
approach embeds work in its emotive and social particu-
larity, positively affirming the basic dignity of social
actors. Reifying views, by contrast, exhibit a forgetfulness
of recognition, removing action from its existential and
social moorings, and imagining workers as bundles of
discrete resources or capacities. After discussing why
reification is a problem, I stress that recognition and reifi-
cation embody different ethical standpoints with regards to
organizational practices. Thus, I argue paradoxically that
many current HRM best practices can be maintained while
cultivating an attitude of recognition. If reification is a type
of forgetting, cultivating a recognition attitude involves
processes of ‘‘remembering’’ to foster work relations that
reinforce employee dignity.
Keywords Human resources � Recognition � Dignity �
Frankfurt School � Critical theory � Reification
Introduction
The rapid growth of Human Resource Management (HRM)
has involved attempts to frame HRM’s role in under-
standing the human consequences of the contemporary
world of work (Heery 2008). Such attempts have generated
discussions around the ethics of HRM (Pinnington et al.
2007), varying from principled and ‘‘purist’’ perspectives
drawn from moral theory and philosophy (Rowan 2000) to
more ‘‘user-friendly’’ approaches that mix ethical-theoret-
ical foundations and formulate managerial guidelines for
practice (Winstanley and Woodall 2000; Heery 2008).
More recent approaches to HRM have begun to emerge
from critical theory, focusing on ideological and exploit-
ative aspects of HRM, and challenging mainstream
approaches to ethics by combining a practice-based
approach with a critical lens (Greenwood 2002).
The growing importance of critical ethical approaches
brings with it an increased focus on ‘‘macro’’ critiques of
HRM (Townley 1993; Islam and Zyphur 2008), calling into
question the ethical grounding of the field in general
(Greenwood 2002). While traditional views frame human
resources as costs to be minimized or resources to be
deployed strategically, critical ethical views highlight the
potentially problematic idea of ‘‘using’’ people (Green-
wood 2002), inherent in such framings. In Simon’s (1951)
seminal work, the employee is defined as one who ‘‘permits
his behavior to be guided by a decision reached by another,
irrespective of his own judgment as to the merits of that
decision’’ (p. 21), a characte.
Recipe Format for Café Laura (and HM courses)Header Information.docxdanas19
Recipe Format for Café Laura (and HM courses)
Header Information:
Name of Recipe and Author – recipe name should have enough detail to clearly describe the item in simple terms.
Yield Information - # of Portions (how many people this will serve), Recipe Yield (total volume or weight of the recipe), Portion Size (how much each person will be served), any special notes in “yield description” box. Portion size needs to be specifically detailed so employee would know the exact portion size of all parts of the recipe that will be served. Eg. Turkey = 4 oz, Gravy = ¼ cup NOTE: “1 ea.” typically does not work.
Mise En Place:
Small Equipment: Small equipment and tools for preparation and serving, measuring tools, all holding pans or containers, serving utensils, and dishes, etc. This is listed in the Mise en Place section (Excel) or “author notes” after the Plate and Garnish stage in CulinarE Companion - CEC)
Ingredients: Ingredient mise en place: EP amounts of ingredients, clearly described, listed in order of use in Ingredient Section (Excel) or under Preparation Stage (CEC), with specific preparation instructions for each ingredient. Eg. Red Bell Pepper, fresh, medium dice or Black Pepper, course grind
List all with EP amounts – this is a measure that would be exactly the same every time you make the recipe! Don’t forget the garnish! CEC - you must choose ingredients from the pop-up menus…you can’t just type the ingredient name in the box. Additional detailed ingredient information and simple or minor ingredient preparation can be given in the “preparation” space to the right of each ingredient. Eg. Fresh, Canned, Frozen, Peeled and ½” dice, lightly beaten, brunoise, julienne, or other information specific to just the ingredient.
Procedures:
Preparation (Title of First Stage):
Procedures are consecutively numbered steps to be implemented in the preparation of the recipe up until service time. Think: Anything that you can do ahead of time that doesn’t negatively affect the quality of the end product!
These steps typically should NOT include ingredient amounts, except for batch amounts, if needed. Remember steps include – doing something to ingredient(s), putting in a specific pan or container that will be stored or go to the line, and instructions for taking to a specific location in the kitchen (Café Laura in this case.) Don’t forget CCPs and limits. Also remember any pre-heating of equipment or heating/chilling plates, etc. needs to go in this section if it hasn’t already been detailed under mise en place.
If you find a specific procedure is too complicated to explain in words you can use something like “see kitchen manager for demonstration”, but then be prepared to demonstrate! You can also use sub-stages if necessary for more complicated preps.
Line Prep/Service (Title of a Stage):
This is what is happening during the hours Café Laura is open for service! This section has instructions for batch amounts/instructions fo.
Recently, several flyers were found near the campus of the Universit.docxdanas19
Recently, several flyers were found near the campus of the University of Colorado Denver advertising a coming "Unite the Right" rally in downtown Denver. Organizers were in the process of filing permits to hold the rally in City Park. The mayor's office responded that the organizers' First Amendment rights would be protected but that violence and/or property destruction would not be tolerated. Recognizing that this is a delicate situation, the mayor's office has called on you to find a way to resolve this situation, and, if possible, to de-escalate tensions before the event even begins.
Your task, for this assignment, is to work in one of three teams representing three groups identified in the
Group Violence Intervention document from the National Network for Safe Communities
. The three groups are: the Law Enforcement Representatives, the Social Service Representatives, and Community Moral Voices. You must work on how best to resolve the situation described above.
Questions to answer: 3 pages
How will your group interact with the organizers and/or attendees of the event?
How will your group interact with any counter-protestors at the event?
For the above two questions, also consider any communication you might have with those groups either before or after the event.
.
Recently, Kathy Smith, a project manager for a large industrial cons.docxdanas19
Recently, Kathy Smith, a project manager for a large industrial construction organization, was assigned to oversee a multimillion-dollar chemical plant construction project in Southeast Asia. Kathy had earned this assignment after completing a number of smaller construction assignments in North America over the past three years. This was her first overseas assignment and she was eager to make a good impression, particularly given the size and scope of the project. Successfully completing this project would increase her visibility within the organization dramatically and earmark her as a candidate for upper management. Kathy had good project management skills; in particular, she was organized and highly self-motivated. Team members at her last two project assignments used to joke that just trying to keep up with her was a full-time job. Kathy wasted no time settling in to oversee the development of the chemical plant. Operating under her normal work approach, Kathy routinely required her staff and the senior members of the project team to work long hours, ignoring weekend breaks if important milestones were coming up, and generally adopting a round the-clock work approach for the project. Unfortunately, in expecting her team, made up of local
residents, to change their work habits to accommodate her expectations, Kathy completely misread the individuals
on her team. They bitterly resented her overbearing style, unwillingness to consult them on key
questions, and aloof nature. Rather than directly confront her, however, team members began a campaign
of passive resistance to her leadership. They would purposely drag their feet on important assignments
or cite insurmountable problems when none, in fact, existed. Kathy’s standard response was to push herself
and her project team harder, barraging subordinates with increasingly urgent communications demanding
faster performance. To her bewilderment, nothing seemed to work. The project quickly became bogged down due
to poor team performance and ended up costing the project organization large penalties for late delivery.
Although Kathy had many traits that worked in her favor, she was seriously lacking in the ability to recognize
the feelings and expectations of others and take them into consideration.
Questions
1. Discuss how Kathy lacked sufficient emotional
intelligence to be effective in her new project
manager assignment.
2. Of the various dimensions of emotional intelligence,
which dimension(s) did she appear to lack
most? What evidence can you cite to support this
contention?
This assignment involves that the student read the case study and answer all questions at the end of the case study in a
4-5 page paper
. Your answers must include substantial support from at least two (2) scholarly journal articles on project management.
Should be written in should be in APA formatting (title page, reference page, NO abstract page, in-text citations, running head, page numbers, Ti.
Recently your facility has had patient complaints about staff posing.docxdanas19
Recently your facility has had patient complaints about staff posing with patents and posting these pictures on social media. You have also noticed many staff members "friending" patients and/or their families.
Your facility has decided to form a social media policy committee to consider establishing policy about the use of social media by staff at your facility.
***Write a policy that covers the following areas. (and the file that I uploaded)***
1. Is posting on social media a violation of any Federal or State Law? Be sure to cite appropriate law in your policy
2. Do you think your facility needs a social media policy?
3. What departments should be included on the social media policy committee?
4. Are there any hospital departments or staff that should be excluded on the social media policy committee?
5. How will you present this new policy to new employees? Existing employees?
6. How will you address social media as an organization? Who will have ownership of this policy?
7. How will you address staff who wish to express their opinions or views about health care issues on social media.
Use correct policy format to include:
Title
Date
Affected
Content
Procedure as applicable
Signature page
.
Recently, I built a floating bed frame for my room. I watched a qu.docxdanas19
Recently, I built a "floating" bed frame for my room. I watched a quick YouTube video and jotted down the dimensions of the bed, the materials I needed, and a mini blue print for how it was going to end up. My notes allowed for me to get everything I needed in one shot at the hardware store and instead of referring back to the video I could just look at my notes. While assembling, I was able to remind myself how certain things went together by looking at my notes allowing for me to complete the bed frame quickly and in an enjoyable way.
While looking at the rubric, I found that the 4 points on the project addressing the course outcomes is most important. it allows for me to understand the main points of the projects before doing it. Also, I believe these will be helpful notes when doing the project to keep me on track of the topic.
Actively listening is something that will be critical while pursuing a business administration degree. It is something that I struggle with and need to work on. I am a visual learner by all means and have trouble actually listening to people when they talk. In the business world, being able to converse and hear others ideas and thoughts is paramount.
.
Recently, a US Circuit Court upheld the enforceability of Website .docxdanas19
Recently, a
US Circuit Court upheld the enforceability of Website Terms of Service (ToS)
, even though the user did not have to click-through to agree.
Identify one positive and one negative implication of this finding.
What terms do you believe are ethically appropriate for such agreements? Explain your position.
.
Recently police departments across the nation has been accused o.docxdanas19
Recently police departments across the nation has been accused on targeting and murdering innocent black men. These departments are now in a position to have to rebuild their reputations. Your job is to analyze this situation and determine ways for them to establish their credibility Use the EBSCO and the INTERNET to locate material on this company. Make sure you integrate the text material.
1) Identify the specific problems the organization faces: support this material with research.
2) What should management’s role be? Relate this section specifically to the text material and apply that material.
3) Determine who their audiences are and what they need to say to each of them.
4) What media should use to get this message across? Be specific.
5) How will the organization evaluate the success of their public relations?
Remember that the point of this assignment is to demonstrate that you understand and can apply the text material. Please write out the questions and then answer them individually. Use the APA method of documentation.
.
Recently Capital One experienced scandal1. Understand what.docxdanas19
Recently Capital One experienced scandal:
1. Understand what happened at
Capital One
– What risks were impacted
2. Understand the
redflags/signs/indications
in this case
3. What did Capital One
fail to do
4. What
could Capital One have done better to protect itself
.
Please prepare
a 10-minute presentation on this topic
.
.
Recall a time when you received bad news, either in your academic or.docxdanas19
Recall a time when you received bad news, either in your academic or professional experience, which was not delivered in a very tactful manner. Or, recall a time when you delivered bad news, which you might have delivered in a more sensitive way. What were the circumstances of the event? What bad news buffering strategies could have lightened the blow of the bad news you received, or, how might you have better buffered the bad news you delivered? Finally, comment on why you think it is important to be sensitive when delivering bad news within organizations and to other organizations? Obviously, there are individual’s feelings to consider, but what are some other important considerations?
.
Recent genetics research on leadership by Dr. Richard Avey suggests .docxdanas19
Recent genetics research on leadership by Dr. Richard Avey suggests about 30% of leadership is born (genetic), 30% is made in the formative years (young in life), and about 30% of leadership is "made" throughout one's life. A quote by Warren Bennis informs this discussion when he said "more leaders have been made by accident, circumstance, sheer grit, or will than have been made by all the leadership courses put together." Do you agree or disagree with this statement, and why? If you agree, how would you design a leadership course differently?
.
Receiving funding from a grant or other source of funds is a great a.docxdanas19
Receiving funding from a grant or other source of funds is a great accomplishment. Once the funding is received, the human services organization must be able to manage the funds effectively. The organization must also develop a plan to sustain the program after the funding period ends or the potential for change from the funded program may be limited.
For this Discussion, review the budget provided in the grant proposal that you discussed in Discussion 1 of this Week. Consider how you would prioritize budgetary needs and fundraise to continue covering costs of this program after the grant period has ended.
By Day 4
Post
a brief description of the budget presented in the grant proposal you selected. Describe how you might alter the budget after the grant ended or which budget items you would prioritize as you sought additional funding to continue the program. Explain why you would make these changes or prioritize specific budget items. Finally, explain how you would fundraise to meet the budget priorities.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Lauffer, A. (2011).
Understanding your social agency
(3rd ed.). Washington, DC: Sage.
Chapter 9, “Fundraising and Development” (pp. 285–320)
Bowman, W. (2011). Financial capacity and sustainability of ordinary nonprofits.
Nonprofit Management & Leadership
,
22
(1), 37–51.
LeRoux, K. (2009). Managing stakeholder demands: Balancing responsiveness to clients and funding agents in nonprofit social service organizations.
Administration & Society, 41
(2), 158–184.
Barasa, E. W., Cleary, S., Molyneux, S., & English, M. (2017). Setting healthcare priorities: a description and evaluation of the budgeting and planning process in county hospitals in Kenya.
Health policy and planning, 32
(3), 329-337.
Nelson, D., & Ruffalo, L. (2017). Grant writing: Moving from generating ideas to applying to grants that matter.
The International Journal of Psychiatry in Medicine, 52
(3), 236-244.
Foundation Center. (2018). GrantSpace: Sample documents. Retrieved from https://grantspace.org/resources/sample-documents/
Note:
You will need to create a log-in to the website to access and download the documents. This is a free service.
Required Media
Foundation Center. (2015, September 10).
Introduction to project budgets
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-project-budgets/
Foundation Center. (2015, April 21).
Introduction to proposal writing
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-proposal-writing-3/
Foundation Center. (2015, September 10).
Introduction to fundraising planning
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-fundraising-planning/
Optional Resources
Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA). (2012). Retrieved from http://www.arnova.org/
Wald.
Recall that the goal of the Kyoto Protocol was to cut developed co.docxdanas19
Recall that the goal of the Kyoto Protocol was to cut developed countries’ carbon dioxide emission to about 5% to 7% below 1990 levels by 2012. This was a crucial first goal, but the IPCC is calling for carbon dioxide emissions in 2050 to be 60%less than the carbon dioxide emission in 1990.
Many countries were previously condemning the United States because the Bush administration and Congress refused to ratify the Kyoto Protocol. Although the U.S. population in 2010 was only 5% of the world population, 18% of world carbon dioxide emissions that year was produced by the United States (see Table 3). The Obama administration has taken a very different path, assumed responsibility, and took numerous actions that led to a significant decrease of the CO2 emission in the US. This course again changed dramatically by the Trump administration.
Critics of the Kyoto Protocol say that a fairer pact would be for all countries to commit to the same level of carbon dioxide emission per person. Recommendations are by 0.9 metric ton per person in 2050. Average annual carbon dioxide emission in 2010 for developing countries was 2.7 metric ton per person, which is 3 times the IPCC’s recommendation. However, the average annual carbon dioxide emission for developed countries was 10.2 metric tons per person, for US 18 (!) metric tons per person, far above IPCC’s recommendation (see Table 4). GNP, the gross national product, is a measure of a country’s economic strength.
With annual carbon dioxide emissions of 18.1 metric tons per person in 2010, the United States would have to reduce emissions by 95% to meet the standard of 0.9 metric ton per person. This means that Americans would be allowed to emit only 5% of the carbon dioxide that they are currently emitting. Imagine driving your car, heating and cooling your home, using your appliances, using your computer, using your lights, and watching TV only 5% (one-twentieth) of the time that you currently do.
Table 3 Table 4
United States and World Population GNP Ranks and Per-Person Carbon Dioxide Emissions
In the strongest action ever taken in the United States to combat climate change, in August 2015 President Obama unveiled a set of environmental actions devised to sharply cut planet-warming greenhouse gas emissions from the nation’s power plants and ultimately transform America’s electricity industry. These new rules alone will not be enough to shave off that future described above. But experts say that if the rules are combined with similar action from the world’s other major economies, as well as additional action by the future administrations, emissions could level off enough to prevent the worst effects of climate change.
The main argument against stronger actions was that the economy would suffer. Many arguments however show that it is possible for emissions to be significantly reduced without harming a country’s economy. Switzerland, Denmark, J.
Recall aclinicallearning experience you enjoyed.De.docxdanas19
Recall a
clinical
learning experience you enjoyed.
Describe the experience and what made it a positive experience.Identify specific aspects such as:
Educational setting,
Motivational strategy,
Learning theory,
Characteristics of instructor,
Delivery of content (how was the material presented).
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Received 9 December 2017 Revised 19 September 2018 Accepted.docx
1. Received: 9 December 2017 Revised: 19 September 2018
Accepted: 21 September 2018
DOI: 10.1111/1748-8583.12217
R E V I E W P A P E R
When your resume is (not) turning you down:
Modelling ethnic bias in resume screening
Eva Derous1 | Ann Marie Ryan2
1 Department of Personnel Management,
Work and Organizational Psychology, Ghent
University, Ghent, Belgium
2 Michigan State University, East Lansing,
Michigan, USA
Correspondence
Eva Derous, Department of Personnel
Management, Work and Organizational
Psychology, Ghent University, Henri
Dunantlaan 2, Ghent 9000, Belgium.
Email: [email protected]
The review paper is based on a keynote held by th
2. Organizational Psychology, May 18, 2017, Dublin,
Hum Resour Manag J. 2018;1–18. wileyo
Abstract
Resume screening is the first hurdle applicants typically face
when they apply for a job. Despite the many empirical
studies showing bias at the resume‐screening stage, fairness
at this funnelling stage has not been reviewed systematically.
In this paper, a three‐stage model of biased resume screening
is presented. We first discuss relevant theoretical perspec-
tives (e.g., job market signalling and impression formation
theories) to explain why resume screening is vulnerable to
biased decision‐making and ethnic discrimination in particu-
lar. On the basis of the best available evidence, we consider
contingencies of ethnic discrimination in the applicant, the
decision‐maker, and the broader context (e.g., organisation),
as well as the effectiveness of interventions that might
counter ethnic bias in resume screening. The paper ends with
a critical agenda for further research and practice.
KEYWORDS
4. seems particularly vulnerable to hiring discrimination.
Fairness in resume screening, however, is less well investigated
when compared with the number of studies on the
adverse impact of personnel selection tests (Outtz, 2010). This
is remarkable for several reasons. First, resumes are
worldwide one of the most frequently used screening tools.
Over 98% of North‐American companies use resume
screening as the first selection hurdle (Piotrowski & Armstrong,
2006). Second, the quantity and quality of the supply
of applicants sets limit on what subsequent HRM practices can
achieve (Newman & Lyon, 2009; Thorndike, 1949).
Finally, the influential resource‐based view of the firm (Barney,
2001) spawned several decades of research to illustrate
that HRM practices are important sources of sustainable
competitive advantage. Although the HRM literature has inves-
tigated recruitment within this framework, the lack of focus on
this critical “entry gate” of resume screening is surprising.
This review focuses on resume screening. Resumes1 are
applicant‐generated, annotated career summaries of job
qualifications. HR professionals are expected to screen resumes
in an objective and fair way based on applicants' job‐
relevant characteristics (like work experiences or educational
credentials). Resume screening, however, might be
unfair when resulting in differential treatment discrimination or
5. differential effect discrimination (National Research
Council, 2004). Differential treatment discrimination arises
when applicants are treated in an unequal way based
on characteristics related to their group membership (like
screening out applicants based on ethnic‐sounding names
as appearing on resumes). Differential effect discrimination
results when applicants are treated in an unequal way
based on inadequately justified, nonjob‐related factors that
covary with minority characteristics.
The central aim of this paper is to review literature on ethnic
bias in the resume‐screening phase so as to inform
HRM practice around this critical point of organisational entry.
Below, we present a three‐stage model that integrates
theoretical perspectives to explain why resume screening is
vulnerable to biased decision‐making and ethnic discrimi-
nation (Section 2). This section is followed by research findings
on contingencies of discriminatory resume screening
and focuses on factors situated at three different levels (i.e.,
applicant information in resumes, the decision‐maker,
and the broader resume‐screening context) that may moderate
biased decision‐making against ethnic minorities
(Section 3). Whereas these first two sections consider
microlevel processes, we follow with a critical reflection upon
several practical HRM interventions to avert ethnic
6. discrimination in resume screening that are also situated at
different
levels of our model (i.e., the screening tool, the decision‐maker,
and the resume‐screening context; Section 4). We
conclude this review with a discussion of limitations, future
research opportunities, and implications for HR practice.
2 | BIASED RESUME SCREENING
Despite the abundant literature on hiring discrimination, little
research has considered why resume screening may be
prone to biased decision‐making. Integrating assumptions from
job market signalling and impression formation theo-
ries, we present a three‐stage model on biased decision‐making
in resume screening (see Figure 1, Part A). This model
states that when nonjob‐related, stigmatising applicant
information is presented in resumes and job‐related,
personalised information is rather limited (Stage 1: Applicant
information in resumes), decision‐makers might engage
in categorisation/Type 1 processing (Stage 2: Impression
formation), which increases the risk of biased applicant
impressions/ratings and discriminatory decision‐making and—
hence—may undermine workforce diversity (Stage 3:
Resume‐screening outcomes). Below, we explain each of the
stages in more detail.
2.1 | Stage 1: Applicant information in resumes
The first stage represents the building block of decision‐making
7. in resume screening, namely, applicant information in
resumes, and is based on job market signalling theory.
According to this theory (Spence, 1974), hiring managers and
job seekers have partly conflicting interests and will
communicate and interpret signals of the other party's unknown
characteristics (like applicants' competencies or the
organisation's culture) to obtain the biggest gains (like getting
the
best employees on board or getting hired). Typically, signalling
theory in selection considers the cues job seekers use
FIGURE 1 Model of biased resume screening [Colour figure can
be viewed at wileyonlinelibrary.com]
DEROUS AND RYAN 3
to make inferences about prospective employers (Carter &
Highhouse, 2014). However HR professionals also look
for signals of applicants' job qualifications, like work
experiences in resumes. Besides job‐related information,
resumes might also signal nonjob‐related information, like
applicants' social group status, through both explicit and
implicit cues. Applicants' skill sets on resumes, for instance, are
explicit/observable signals of applicants' job qualifi-
cations that—at the same time—may also reveal information
about applicants' chronological age in an implicit/subtle
8. way (Abrams, Swift, & Drury, 2016). Similarly, certain
extracurricular activities on resumes can subtly signal nonjob‐
related, stigmatising information like applicants' ethnic
background (Dovidio & Gaertner, 2000), which might affect
recruiters' information processing.
2.2 | Stage 2: Impression formation
The second stage of the model builds on impression formation
theories and represents the way applicant information
is further processed by decision‐makers. Impression formation
theories (like the continuum model; Fiske, Lin, &
Neuberg, 1999) specifically explain how signals of applicants'
group status affect HR professionals' decision‐making.
When only a limited amount of personalised information is
available (like a one‐page resume), individuals will auto-
matically engage in categorisation that in turn may activate
group stereotypes. Whereas these processes are auto-
matic or unconscious (i.e., Type 1 processing; Kahneman,
2003), resume screening can also involve high levels of
conscious involvement, such as assessments of the congruence
of applicants' characteristics with job and organisa-
tion characteristics (i.e., fit; Kristof‐Brown, 2000). When more
personalised information becomes available, recruiters
might engage in attribute‐based processing instead of
category‐based processing of applicant information (i.e., Type
9. 2 processing; Kahneman, 2003). The point, however, is that
Type 1 processing readily occurs during resume
screening because of the limited amount of applicant
information and, hence, may colour resume‐screening outcomes.
2.3 | Stage 3: Resume‐screening outcomes
The third stage of the model focuses on the outcomes that result
from the information processing stage during
resume screening. Specifically, Type 1 processes may affect
decision‐makers' first impressions/ratings and trigger
http://wileyonlinelibrary.com
4 DEROUS AND RYAN
discriminatory decision‐making. Perceptions of similarity, for
instance, may automatically induce interpersonal
attraction (Byrne, 1961) and explain why
recruiters/organisations tend to attract, select, and retain
applicants
that are similar to job incumbents (Schneider, 1987). Such
cognitive processes may lead towards homogeneous
workforces and may undermine organisational diversity. As we
will delineate more in discussing interventions,
when more personalised information becomes available about an
applicant, HR professionals should be better
able to monitor Type 1 processing, which may result in a more
10. fully informed and unbiased decision about the
applicant.
The three‐stage model illustrates why resume screening is
vulnerable to biased decision‐making (see Figure 1,
Part A), but not why ethnic discrimination occurs. Several
social‐economic and psychological theories may further
clarify why HRM systems may lead to such discrimination.
Typically, social‐economic theories stress macrolevel fac-
tors, like resource availability, institutional ideologies, industry
culture, and local labour market practices (Almeida,
Fernando, & Sheridan, 2012; Béret, Mendez, Paraponaris, &
Richez‐Battesti, 2003; Blair, Culkin, & Randle, 2003;
Sidanius & Pratto, 1999). Social‐psychological theories discuss
microlevel factors; among which are demographic dis-
similarity to others (Goldberg, 2005), individuals' need to
protect their in‐group and self‐identity (Tajfel & Turner,
1979), stereotypes and prejudiced attitudes (McConahay,
Hardee, & Batts, 1981), and personality and dispositions
that trigger prejudice (Altemeyer, 1981; Sidanius & Pratto,
1999). Table 1 describes and illustrates some of the most
cited theories on ethnic discrimination in hiring.
3 | CONTINGENCIES OF BIASED RESUME SCREENING
Resume screening may be more prone to ethnic discrimination
when applicants' ethnic minority status is cued in
11. resumes and job‐related, personalised information is limited
(Stage 1). Decision‐makers, however, may not be equally
affected by applicant information in resumes (Stage 2). Whether
they engage in categorisation or move to more
individualised information processing and decision‐making
(Stage 3) might depend on several contingencies that acti-
vate or inhibit categorisation (Kulik, Roberson, & Perry, 2007)
and that are situated in the applicant (ethnic markers,
qualifications), the decision‐maker (beliefs, attitudes,
experience), and the broader screening context (screening task,
job, organisation, society). Below, we review contingencies that
are discussed in the literature and that may moderate
impression formation and resume‐screening outcomes (see
Figure 1, Part B).
3.1 | Applicant
3.1.1 | Ethnicity cues
Applicants' ethnic‐sounding names are one of the most
investigated and explicit ethnic markers on resumes. In their
seminal correspondence audit study,2 Bertrand and
Mullainathan (2004) showed that resumes with
African‐American
sounding names received 50% less of a chance of a positive
callback compared with those with White‐sounding
names. Ethnic name discrimination in resume screening has
12. been reported around the world (see Zschirnt & Ruedin,
2016, for a meta‐analysis), and diverse lab studies also showed
applicants with ethnic‐sounding names to be least
liked and hired (e.g., Cotton, O'Neill, & Griffin, 2008). Yet
resumes may even include more explicit ethnic markers, like
cues about one's appearance in pictures attached to resumes.
Research, for instance, shows an overall preference for
light over dark‐skinned applicants, even among darker skinned
recruiters (Harrison & Thomas, 2009). Because visual
cues are immediately available and more rapidly processed than
verbal and behavioural cues, visual markers of one's
ethnic background (like skin tone) might trigger social
categorisation more than ethnic‐sounding names
(Weichselbaumer, 2017). Although it is common to ask
applicants for their picture in some countries (Belgium), in
others, it is not (like the Netherlands). Nevertheless, trends
towards pre‐screening via social media (SHRM, 2016)
make ethnic markers (like skin tone, ethnic attire, and even
speech) more salient in early screening stages and there-
fore potential for bias should be considered.
T
A
B
93. an
a,
2
0
0
8
).
DEROUS AND RYAN 5
6 DEROUS AND RYAN
Although studies typically focus on explicit markers on
resumes, resumes also contain more implicit cues to one's
ethnicity, such as applicants' affiliations with socio‐cultural
groups, that may trigger biased information processing.
Cole, Rubin, Feild, and Giles (2007) illustrated that although
HR professionals believed work experience to be the
strongest influence on ratings of applicants' employability,
ratings were mostly affected by affiliations as mentioned
on resumes. Moreover, multiple ethnic cues may also interact
and increase category salience such that resumes of
highly ethnically identified applicants (e.g., with
ethnic‐sounding name and affiliations) might receive lower
employ-
ability ratings due to increased out‐group status (Derous et al.,
2009; Kang, DeCelles, Tilcsik, & Jun, 2016).
94. 3.1.2 | Qualifications
Job‐related cues on resumes typically temper categorisation.
Contemporary models of discrimination (Dovidio &
Gaertner, 2000) suggest less discrimination if applicants either
clearly possess the requested job qualifications or
do not possess them at all. However, when qualifications are
moderate, a more ambiguous situation is created in
which discriminatory hiring decisions could be justified. For
example, Almeida et al. (2012) noted that a lack of
recognition of experience and credentials gained overseas as
well as concerns about language skills affected the
employment outcomes of professional immigrants. Hence,
ethnic discrimination may occur more when decisions
can be rationalised based on some other factors than applicants'
ethnicity (Brief et al., 2000).
3.2 | Decision‐maker
Studies on ethnic bias in resume screening have somewhat
disregarded individual differences in decision‐makers' per-
sonality, beliefs about others (worldviews/stereotypes),
prejudiced attitudes, and recruiting experience. This may be
explained by the long‐standing tradition of audit studies in
which decision‐makers' dispositions are typically not
accessible (for an exception, see Rooth, 2010). Studies that
measure individual differences are predominantly con-
95. ducted in the lab and include beliefs in societal group
hierarchies, like social dominance orientation (Sidanius &
Pratto,
1999), prejudiced attitudes like modern racism (McConahay et
al., 1981), and motivation to respond without preju-
dice (Plant & Devine, 1998, 2009). Although findings are
sometimes mixed, negative beliefs/attitudes towards others
typically result in larger ethnic bias (Derous & Ryan, 2018).
Indeed, although blatant discrimination is still reported,
research also shows that recruiters may not act upon their
prejudice in resume‐screening situations where bias would
be very obvious (e.g., if directly attributable to themselves) or
when there is an external reason not to react in a
biased way (e.g., because of organisational policies; Brief et al.,
2000).
Because individuals have become more sensitive to politically
correct standards to disavow discrimination
(Dovidio & Gaertner, 2000), researchers directed their attention
to implicit prejudice. Rooth (2010), for instance,
showed that Swedish recruiters were less likely to invite
Arab‐Muslim minority applicants when they had more
negative, implicit attitudes towards Arab‐Muslims (as measured
with implicit association tests; Greenwald, Banaji,
& Nosek, 20153). There is, nevertheless, an ongoing debate
about the validity of implicit attitude measures and
96. whether any relation with behaviour can be expected and
established outside the lab (Oswald, Mitchell, Blanton,
Jaccard, & Tetlock, 2015).
Finally, there is also a debate about the role of decision‐makers'
expertise. Predominantly discussed in interviewing
studies, some show more experienced recruiters to be less
biased towards stigmatised applicants, whereas others show
more bias. De Meijer, Born, van Zielst, and van der Molen
(2007), for instance, found that experienced recruiters used
more irrelevant information when judging ethnic minorities,
perhaps because they feel overconfident and hence,
engage in Type 1 processing.
3.3 | Context
Contextual cues, like job and organisation characteristics as
well as the way decision‐makers perform resume‐
screening tasks, also affect impression formation and
resume‐screening outcomes.
DEROUS AND RYAN 7
3.3.1 | Job characteristics
Contextual factors studied most are job stereotypes. Stereotypes
not only exist for people but also for jobs, and
these may orient HR professionals towards viewing applicants
97. as more or less suitable for certain jobs (i.e., cognitive
matching model; Trope & Liberman, 1993). For instance, King,
Mendoza, Madera, Hebl, and Knight (2006) showed
that the effect of applicants' ethnic names on overall resume
evaluation was not significant when applicants'
suitability for high—versus low—status jobs was controlled for,
suggesting job stereotypes affected resume‐screening
outcomes. Audit studies (Carlsson & Rooth, 2008) further
demonstrated lower callback ratios for ethnic minorities
who applied for occupations with higher external client contact
(restaurant workers and shop sales assistants). Yet
mixed findings are also reported (Booth, Leigh, & Varganova,
2012; Derous, Ryan, & Serlie, 2015; Weichselbaumer,
2017), perhaps because matching effects may depend on a
mixture of contextual cues (Goldberg, Finkelstein, Perry,
& Konrad, 2004). For instance, Dietz, Joshi, Esses, Hamilton,
and Gabarrot (2015) showed that bias against qualified
immigrants was mitigated when the fit with the clientele was
emphasised. Derous, Pepermans, and Ryan (2017) fur-
ther showed that discriminatory resume screening of the same
applicant with varying skin tone (dark vs. light)
depended on the particular combination of several job and
industry characteristics.
3.3.2 | Organisation/task characteristics
98. Aside from some studies that considered the demographic
diversity of organisations and their clients (Almeida,
Fernando, Hannif, & Dharmage, 2015), surprisingly little
research considers the role of other organisational character-
istics (like size and policies) and screening task characteristics
(like time and financial pressure) on the way HR profes-
sionals screen resumes (Almeida et al., 2012). However, the
HRM literature has established that line managers do not
fully engage in HRM duties because of time pressures and
prioritising operational over HR tasks (McGovern, Gratton,
Hope‐Hailey, Stiles, & Truss, 1997; Woodrow & Guest, 2014).
Such time and motivational constraints likely
contribute to using categorisation to move through resume
screening more quickly.
In sum, screening out competent people during the
resume‐screening stage because of nonjob‐related applicant
factors, decision‐makers' dispositions, and contextual factors is
worrisome and costly, especially when labour markets
are tight and talented workers are hard to find. Hence, effective
interventions are much needed to avert discrimina-
tory resume screening.
4 | INTERVENTIONS TO AVERT BIASED RESUME
SCREENING
Understanding contingencies may help both researchers and
99. practitioners evaluating selection practices as well as
interventions to mitigate biased decision‐making. Based on the
best available evidence, this section critically dis-
cusses interventions to avert discriminatory resume screening
that are situated at the level of the screening tool,
the decision‐maker, and the resume‐screening context (see
Figure 1, Part C).
4.1 | Screening tool
At the level of the screening tool, three different types of
interventions are discussed, namely, anonymisation,
personalisation, and standardisation.
4.1.1 | Anonymisation
Anonymous application procedures such as blind auditions
(Goldin & Rouse, 2000), blind interviewing (Buijsrogge,
Derous, & Duyck, 2016), anonymous resume screening (Åslund
& Skans, 2012), or “whitened”4 resumes (Kang
et al., 2016) aim to combat illegal discrimination by blotting or
concealing personal identifiers. Although blind
auditions and interviewing have been found to be effective,
studies on anonymous resume screening have shown
positive (Åslund & Skans, 2012; Kang et al., 2016), null, or
even negative effects (Behaghel, Crépon, & Le Barbanchon,
100. 8 DEROUS AND RYAN
2015; Hiscox et al., 2017; Krause, Rinne, & Zimmermann,
2012). The French government, therefore, decided to aban-
don the idea of making anonymous resume screening mandatory
in the recruitment procedures of their public
employment services (Behaghel et al., 2015).
Why may anonymous resume screening fail? Both signalling
and impression formation theory can help us under-
stand unintended side effects of anonymous resume screening.
Aside from very explicit markers, resumes might also
contain more implicit cues, such as extracurricular activities,
that might signal in a subtle way applicants' ethnic
minority status (Dovidio & Gaertner, 2000). Further, with
anonymous resume screening, resumes are
decontextualised and depersonalised. As a result, HR
professionals have less possibility to understand and attenuate
negative signals (e.g., from gaps in resumes or lower
qualifications; Behaghel et al., 2015) and therefore might—par-
adoxically—engage in categorisation.
4.1.2 | Personalisation
Instead of altering or removing information, applicants could
provide more personalised information, for instance, by
means of video resumes or social network sites. Video resumes
are short videotaped messages of 1–2 min in which
101. an applicant presents himself/herself to potential employers.
Much like paper resumes, video resumes present candi-
date information in an asynchronous way (one can view the
resume information at any time, at any place). However,
they differ from paper resumes in that they provide more and
different cues and allow applicants to show relevant com-
petencies. Interestingly, although ethnic minority applicants
consider video resumes as more fair than paper‐and‐pencil
resumes, HR managers report concerns as more nonjob‐relevant
information (like physical attractiveness) is included
(Hiemstra & Derous, 2015).
Applicants may also provide more personalised information
through social media as individuals increasingly
include links to their social network sites on their resumes
(SHRM, 2016). HR professionals may use “cybervetting”
(i.e., the screening of social media sites like Facebook and
LinkedIn) to extract information from applicants to inform
personnel decisions (Berkelaar & Buzzanell, 2014). About 44%
of HR managers believe candidates' public social
network sites to be good sources for assessing potential (SHRM,
2016). Indeed, social network information might
provide more and different types of personalised information
(like interests, values, and interactions with other users)
that reflect more typical behaviours than resumes do. Therefore,
102. these sources might have incremental validity
beyond traditional screening tools.
However, findings are inconclusive about the validity of social
network information. Kluemper, Rosen, and
Mossholder (2012) found that personality traits could be
reliably assessed via Facebook profiles and were predictive
of future work behaviour beyond applicants' self‐rated
personality and intelligence scores. Yet Van Iddekinge,
Lanivich, Roth, and Junco (2016) showed that across a broad
array of KSAOs, ratings of applicants' Facebook pages
did not predict job performance (i.e., supervisor ratings,
turnover intentions, and actual turnover). Moreover, HR
professionals tended to favour White and female applicants
when they screened applicants' Facebook information,
resulting in adverse impact. Furthermore, the availability of job
irrelevant information may impair the overall validity
of unstandardised social media despite the fact that typical
performance might be reflected in these media.
4.1.3 | Standardisation
Given that standardisation of selection procedures reduces the
chance of judgmental biases in both recruiters and
applicants (Highhouse, Doverspike, & Guion, 2015), structured
application forms might also be considered. This allows
organisations to score applicants' competencies and background
103. information in a more objective way than with
applicant‐generated resumes that lack uniformity. Standardised
application forms may also provide applicants fewer
possibilities to use impression formation tactics and faking than
applicant‐generated resumes (Derous & Ryan,
2018). Equally, more structured, job‐related social network sites
like LinkedIn might make these sources less
vulnerable to biased decision‐making than less structured media
and at the same time increase their validity.
Corroborating this, van de Ven, Bogaert, Serlie, Brandt, and
Denissen (2017) recently showed accurate personality
DEROUS AND RYAN 9
estimates based on LinkedIn profiles. However, the
effectiveness of screening tools will also depend on
decision‐maker's characteristics and the way the decision‐maker
uses the tool.
4.2 | Decision‐maker
This section considers the feasibility and effectiveness of four
different types of interventions focused on the deci-
sion‐maker, whether in HR or line management: selecting out
prejudiced raters, offering training, holding raters
accountable, and replacing human decision‐makers with
algorithms.
104. 4.2.1 | Selection
Selecting out prejudiced raters seems obvious given effects of
raters' particular worldviews (like social dominance ori-
entation) and prejudiced attitudes on judgments (i.e., theories
on modern racism and authoritarian personality; see
Table 1). This intervention, however, might not be feasible as
those chosen to screen resumes might do so because
of their technical expertise or hiring authority (Brief et al.,
2000). Indeed, globally, HRM responsibilities related to
selection are increasing the responsibility of line managers
rather than HR professionals (Brewster, Brookes, & Gollan,
2015). Furthermore, explicit prejudice measures may be
susceptible to socially desirable responding, and their predic-
tive validity in the context of choosing resume screeners still
needs to be demonstrated. The same applies to other
measures of individual predispositions, like social dominance
orientation. Therefore, other interventions like training
are considered.
4.2.2 | Training
Recruiters could be trained to increase awareness about
judgmental biases in resume screening. Dietz et al. (2015),
for instance, demonstrated how developing a common identity
across groups may be a basis for inclusive HRM strat-
105. egies and reduce hiring discrimination against high skilled
immigrants, for example, when a fit with a diverse clientele
is emphasised (i.e., common in‐group identity model; Gaertner
& Dovidio, 2000). Building on social psychological the-
ories on categorisation, stereotyping, and motivation to respond
without prejudice (see Table 1), Devine, Forscher,
Austin, and Cox (2012) further showed evidence for a
multi‐faceted implicit prejudice habit‐breaking intervention
that lasted 8 weeks and included different elements such as
contact, perspective taking, stereotype replacement
(i.e., reconsideration of actions and thoughts to replace biased
response), counter‐stereotypical imaging (i.e., imagin-
ing examples of out‐group members who counter commonly
held stereotypes), and individuating (i.e., considering
out‐group members as individuals instead of stereotyped group
members). However, these interventions are typically
developed for and tested in educational settings and not yet in
corporate contexts, like resume screening.
4.2.3 | Accountability
Holding recruiters accountable for their decisions could also
hold them from acting in prejudiced ways. However,
Self, Mitchell, Mellers, Tetlock, and Hildreth (2015) showed
that type of accountability instruction matters. Holding
106. people accountable for certain outcomes, like an increase in the
representation of minority applicants to face legal
or other pressures (i.e., identity‐conscious accountability),
resulted in more pro‐minority bias and less qualified
applicants than when recruiters were held accountable for
making fair selection decisions based on job‐relevant con-
siderations (i.e., identity‐blind accountability).
Panel recruitment in which a team instead of a single rater
screens resumes may be another avenue to increase fair-
ness. Following predictions from contemporary theories on
prejudice (seeTable 1), the presence of significant others (like
colleagues) might externally motivate recruiters to respond
without prejudice and—hence—to avoid being perceived as
discriminatory and/or to avoid repercussions (Plant & Devine,
1998, 2009). Ethnically mixed screening panels might
even lead to less biased decision‐making. When recruiters work
in ethnically mixed screening panels, they might get
to know each other and, as a consequence, might move from
social categorisation (Type 1 processing) to
individualisation (Type 2 processing) (Fiske et al., 1999;
Kahneman, 2003). Building further on predictions from the
social
10 DEROUS AND RYAN
107. identity theory, ethnic minority and majority recruiters might
even develop a common in‐group identity, which also
reduces the chance on biased decision‐making (i.e., common
in‐group identity model; see Gaertner & Dovidio, 2000).
In general, HRM research has clearly established that HR
departments play a key role in enabling line managers
to successfully implement effective HR practices (Trullen,
Stirpe, Bonache, & Valverde, 2016). Creating accountability
as well as providing recognition for unbiased hiring can be an
important lever in ensuring effective resume screening.
4.2.4 | Algorithms
Instead of screening, training, and making decision‐makers
accountable for fair screening, one could also replace
human decision‐makers by automated resume readers or
algorithms. This idea is not new: In the 1970s, both the
Pentagon and IBM already replaced human decision‐makers by
algorithms to narrow down the large piles of resumes
(O'Neil, 2016). Automated resume readers may boost efficiency
by saving time, money, and energy. The French cos-
metic company L'Oréal, for instance, developed an algorithm to
measure cultural fit based on only three open‐ended
questions candidates answered on their mobile phone, which
released recruiters from the time‐consuming procedure
of screening many resumes.
108. Proponents argue that algorithms may be more accurate and
predictive than human decision‐makers (Danieli,
Hillis, & Luca, 2016). Although professionals still prefer
holistic information processing (Kuncel, Klieger, & Ones,
2014), Kuncel, Klieger, Connelly, and Ones (2013) showed that
mechanical data combination methods resulted in
more than 50% improvement in the prediction of work and
academic criteria when compared with more holistic, intu-
itive methods. Other researchers further showed that algorithms
can rate applicants' accomplishment narratives as
reliably as human raters (Campion, Campion, Campion, &
Reider, 2016), can predict applicants' personality traits
and social/communication skills reasonably well from nonverbal
cues extracted from video resumes (Nguyen &
Gatica‐Perez, 2016) or from Facebook likes (Youyou, Kosinski,
& Stillwell, 2015), and can even predict which candi-
dates would most likely become involved in shooting or be
accused of abuse as police officers (Chalfin et al., 2016).
Still, opponents remain cautious about the overall validity and
fairness of automated resume‐screening tools: If
people have the ability to identify how algorithms work, they
might beat them too through strategic behaviour (like
drafting resumes to fit the system). Although some biases like
friendship bias (Nguyen, 2006) might be countered,
109. automated resume screening might still be vulnerable to
impression management and even faking behaviour (Waung,
McAuslan, DiMambro, & Mięgoć, 2017) as it might be as
difficult for algorithms as human decision‐makers to filter
this out. Moreover, when algorithms are built upon human
decision‐makers' subtly prejudiced rules, they might be
even more precise and persistent in discriminatory
decision‐making than any human decision‐maker. For instance,
Saint George's Hospital Medical School of South‐London was
found guilty of discrimination in its admission policy
because their automated resume reader used nonjob‐related
criteria (like misspellings), which were correlated with
applicants' ethnic group membership (Lowry & MacPherson,
1988).
4.3 | Context
In addition to interventions in the resume‐screening tool and
with decision‐makers, organisations as well as society at
large could develop policies and procedures to record
discriminatory screening practices, to monitor recruitment
messages/sources and to guarantee competence‐based
assessments through discrimination‐free employment
arrangements.
4.3.1 | Recording
110. Organisations could use different techniques, like
correspondence audits (see earlier) and mystery shopping tests,
to
measure and record hiring discrimination at the organisational
and industry level. Mystery shopping involves a con-
federate who makes checks against specified criteria in order to
get insight into system delivery. The self‐regulating
body of recruitment offices in Flanders, for instance, had
fictitious commissioning clients deliberately ask discrimina-
tory questions to recruitment offices in order to uncover
discriminatory intentions (Federgon, 2013). Similar research
DEROUS AND RYAN 11
has asked subsidised cleaning companies to send out only
native, Belgian cleaners to potential employers. Whereas
correspondence audits register actual discrimination, mystery
shopping only capture one's intention to act in a dis-
criminatory way. Hence, one point of debate is whether mystery
shopping might be used in a punitive rather than
a self‐monitoring way. Also, discriminatory intentions might
reflect many different underlying, biasing processes that
are typically not directly measured with these tools (e.g.,
preferences, beliefs about economic productivity and com-
petitiveness, and social dominance; see Table 1). Another point
of discussion is who may administer such tests,
111. whether to encourage HR managers and CEOs to organise audits
and mystery shopping themselves or to consider
using qualified research institutes and/or governmental bodies.
4.3.2 | Targeted recruitment
Organisations may also attract more minority job seekers
through targeted recruitment strategies like diversity state-
ments and the portrayal of minority employees in job
advertisements. These targeted recruitment strategies build on
the social identity theory: Applicants who perceive the best fit
with their social/individual identity may feel most
attracted to the organisation and may apply. Hence, by
increasing the number of ethnic minority applicants that
apply, targeted recruitment strategies may be a way to avert
adverse impact and to increase fairness in assessment.
Though, because effects of such targeted recruitment strategies
on the reduction of adverse impact are rather mixed
(Avery & McKay, 2006), researchers turned their attention
towards qualification‐based targeted recruitment strategies,
aimed to attract highly qualified ethnic minorities. Newman and
Lyon (2009) indeed showed that job postings
designed to attract highly qualified ethnic minorities (e.g.,
requiring applicants high in conscientiousness) resulted
in less adverse impact. However and although promising,
qualification‐based targeted recruitment strategies still
112. tend to disregard stereotypical ideas applicants might have
about job qualifications/requirements. Indeed, applicants
too might have ideas about the stereotypical beliefs out‐group
members hold about in‐group members (i.e., meta‐
stereotypes; Vorauer, Main, & O'Connell, 1998), and they may
even integrate such meta‐stereotypes into their
own self‐concept (self‐stereotyping). Building further on
stereotype content models, Wille and Derous (2017)
showed that organisations should be cautious about sprinkling
job ads with requirements that (minority) candidates
hold negative meta‐stereotypes about, particularly if those
requirements are communicated in dispositional ways
(like “This company is looking for applicants who are high in
integrity”). Such job ads might discourage (highly
qualified) minority candidates to apply instead of attracting
them.
Besides recruitment messages, organisations may also consider
their recruitment sources as some might be less
frequently consulted/used by minority than by majority job
seekers. For instance, video resumes are potentially dis-
criminatory against minority groups who may have less tech
access (i.e., differential effect discrimination; Heathfield,
2016). Remarkably, bias might even be encoded in algorithms
of search engines (Hajian, Bonchi, & Castillo, 2016).
113. Sweeney (2013) showed that algorithms for public record
websites were more likely to imply criminal activities (like
arrest records) with searches for Black‐sounding names than
White‐sounding names. Finally, labour market interme-
diaries (temporary work agencies and public employment
services) can play a role in assuming some level of recruit-
ment and selection functions for hiring organisations (Bonet,
Cappelli, & Hamori, 2013). However, Ingold and
Valizade (2017) demonstrated that although intermediaries may
increase likelihood of hiring from disadvantaged
groups, employer selective hiring criteria still led to lower
employability of marginalised groups.
4.3.3 | Employment (economic/societal)
Finally, more radical interventions consider the rethinking of
employment relations at the economic/societal level to
reduce hiring discrimination by promoting open, accessible
labour markets. One way to realise this is through new
types of employment arrangements. eLancing5 (Aguinis &
Lawal, 2013) might address this call: Employers' evaluation
of eLancers based on their past assignments resembles work
sample tests that are known to be valid predictors of
future work performances. Furthermore, hiring for “eLancing”
assignments may be blind, so that freelancers' ethnicity
does not affect decision‐making.
114. 12 DEROUS AND RYAN
Open Badges ecosystems are another way to create more
accessible, discrimination‐free labour markets. The open
badges ecosystem (https://openbadges.org), originally launched
by Mozilla, encompasses a method for packaging
information about one's individual accomplishments, skills,
qualities, or interests in portable image files as a digital
badge that subsequently can be displayed via job seekers' social
media platforms and consulted by potential
employers. The system's infrastructure ensures that badges are
reliably issued by institutions and endorsed within
the open badges ecosystem (e.g., as approved by the Department
of Education or other reliable institutions). Through
open badges backpacks, applicants might provide potential
employers with very personalised, timely, job relevant,
and certified/objective information about their competencies
during the initial screening stage, which in turn might
help countering social categorisation and hiring discrimination.
Indeed, according to impression formation theories
(e.g., Fiske et al., 1999), the more personalised information a
recruiter/HR professional receives about an applicant
in the early screening stage (e.g., through information in open
badges), the more she/he might engage in Type 2 pro-
115. cessing (individuating) and move away from Type 1 processing
(social categorisation).
Technological developments (like Open Badges) not only offer
alternatives for discriminatory resume screening
but also redesign HR practices fundamentally. Whereas
traditionally, companies attract, screen, and select applicants
by presenting job requirements/offers, through technological
developments like open badges, the power nexus shifts
to the applicant, who will attract, screen, and even select
companies/jobs by showing their competencies (i.e., com-
panies bidding for applicants).
5 | DISCUSSION
Diversity in organisations can be effectively managed through
HRM practices. Remarkably, despite societal debates
about fair hiring (Feintzeig, 2016), fairness of HR tools like
resume screening has received less research attention,
especially when compared with the extensive literature on other
selection tools, like the job interview. Resume
screening, however, is worldwide one of the most frequently
used screening tools that determines the quantity, qual-
ity, and diversity of applicant pools. We aimed to address this
gap by formulating a model of biased decision‐making
in resume screening (Figure 1) that includes contingencies of
resume screening as well as interventions to avert dis-
116. criminatory screening, all related to relevant theories and
empirical findings on ethnic discrimination. It further allows
to identify mixed findings and literature gaps. Hence, the model
might steer further research on discriminatory
resume screening as well as interventions to avert this. Below,
we summarise the most important opportunities for
further research, followed by implications for practitioners.
5.1 | Research opportunities
5.1.1 | Applicant information and screening tool
At the heart of the model (Figure 1, Part A) is a cognitive
mechanism of biased decision‐making that we based on
assumptions from job market signalling and impression
formation theory. Research could further investigate
microlevel processes of impression formation in a bottom‐up
way, for example, by tracing decision‐makers' attention
to both nonjob‐related/job‐related and implicit/explicit
information, by investigating whether attention paid to
different resume cues differently affects
categorisation/individualisation, and by investigating their
effect on
resume‐screening outcomes (see for a similar approach on
interview bias: Buijsrogge et al., 2016). These findings
might also provide useful information regarding the
effectiveness (validity) of anonymisation versus personalisation
117. of resumes. Related, more empirical studies are needed on the
effectiveness of structuring applicant information
to avert Type 1 processing in decision‐makers. Further and as
already mentioned, we considered ethnic discrimina-
tion. Systematic reviews of effects of other stigmatising cues in
resumes (and combined effects) are also needed,
given the paucity of reviews on judgmental biases in resume
screening and the necessity to generalise findings to dif-
ferent stigmatised groups.
https://openbadges.org
DEROUS AND RYAN 13
5.1.2 | Decision‐maker
Surprisingly little research considers individual difference
variables that make decision‐makers vulnerable tobiased
decision‐
making in the resume‐screening stage. Hence, more research is
needed on reliable/valid methods of choosing resume
screeners for unbiased decision‐making (like measures of
prejudiced attitudes), on training programs that might change
recruiter bias in resume‐screening contexts, and on the
usefulness of ethnically mixed screening panels. Also,
researchers
have only started evaluating the way algorithms are developed
118. and validated. As human decision‐makers are already being
replaced by algorithms in organisations, algorithms should be
compared with humans regarding reliability/validity of
decisions, levels of adverse impact, vulnerability to impression
management (including faking), and perceived fairness.
5.1.3 | Context
Not only individual difference variables but also contextual
variables may increase the likelihood of Type 1 processing
and trigger biased decision‐making in resume screening. Future
research could consider moderating effect of
microlevel factors like job and resume‐screening task
characteristics (like available time and other task‐related pres-
sures). For instance, some recruitment sources do not reach
potentially qualified candidates from ethnic minority
communities or might discourage qualified applicants to apply.
However, also mesolevel factors (like organisational
diversity policies) and macrolevel factors (like labour market
situation, work arrangements, politics, and cultural
habits) might affect recruitment practices and should be further
considered. For instance, affirmative action plans
cannot be realised with anonymous resume screening as one
needs to be aware of social category membership. As
regards macrolevel factors, one could further investigate
whether effectiveness of Open Badges depends on the kind
119. of information included in badges (like cognitive test
performance).
5.2 | Practical implications
Organisations may keep track on how decision‐makers evaluate
applicants and could set‐up specific training pro-
grams in which recruiters are informed about judgmental
mechanisms and biases (e.g., induced by cultural differ-
ences) as well as potential effective interventions to avert
biases, such as the use of qualification‐based targeted
recruitment and competence‐based screening tools like
structured application forms. However, targeted recruitment
initiatives as well as more technology‐driven applications (like
automated resume‐screening tools) should always be
critically evaluated to assure they are valid and free from bias,
regardless of whether they are developed outside or
inside one's organisation. Relatedly, organisations should keep
up to date about, set‐up, and communicate their pol-
icies on cybervetting so that both recruiters and applicants are
fully aware of the kind of information that might be
evaluated online. Finally, more attention should be paid to
recruiters/decision‐makers' working conditions. Stress
levels (due to time or any other task‐related pressure) should be
reduced as these might increase the risk of Type
1 processes and biased decision‐making in resume screening.
120. Ethnic minority applicants and career counsellors can benefit
too from literature insights. For instance, applicants may
be informed about explicit/implicit cues to both job‐related and
nonjob‐related information on their resumes as well as
about organisational context factors (like client preferences).
Career counsellors might also help applicants to properly
interpret job requirements and check critically whether
applicants' qualifications are not too ambiguously presented but
clearly match the job requirements to minimise risks on
discrimination. Finally, social media profiles may be kept up to
date
and best include professional information only. In general,
applicants might consider recruitment devices that allow for
more competence‐based, individualised screening (like badges,
structured competency lists, or perhaps video resumes).
6 | CONCLUSION
In conclusion, despite the widespread use of resume screening
as well as the plethora of studies on ethnic discrim-
ination in hiring, a model on biased decision‐making in resume
screening that integrates findings was still lacking.
14 DEROUS AND RYAN
One of the strengths of this paper is that we addressed this
literature gap by highlighting an underlying mechanism of
121. biased decision‐making, contingencies that might moderate bias,
and interventions that might avert judgmental bias
in resume screening. This review not only revealed several
interesting insights but also showed that there is still much
to be discovered. Specifically, we discussed biased resume
screening in the context of ethnic discrimination without
considering other stigmatising factors than ethnic makers (or
intersectional effects). Further, we considered biased
resume screening from the HR professional/organisation
perspective rather than the applicant/job seeker perspec-
tive. Applicants' perceived discrimination, however, may be as
important as actual discrimination. Third, this review
focused on operational HR processes to manage organisational
diversity rather than tactical and strategical HR pro-
cesses that also play a role (Shen et al., 2009). As we are among
the first to summarise and integrate literature on
biased decision‐making in resume screening, still more aspects
can be looked at to build an even more comprehensive
model. Finally, latest technology‐driven tools/systems (like
algorithms and Open Badges) reflect not only the
changing nature of our labour market and talent
acquisition/management in HRM but also the potential to
counter
bias in early screening stages, if carefully thought through,
developed, and implemented by HR professionals.
122. CONFLICT OF INTEREST
The authors declare that they have no conflict of interest.
ENDNOTES
1 Some disciplines (medicine, education, and academia) expect
extensive curriculum vitae (CVs) that offer a complete career
history with detailed information on professional activities.
This review focuses on resumes, which are a more abridged
career summary; however, much of the research reviewed may
be applicable to CV screening.
2 Employment audit studies investigate labour market outcomes
of applicants who are equally qualified for a job but differ in
nonjob‐related characteristics, like ethnic background. In
correspondence audit studies, pairs of matched resumes are sent
to the same employer and the type and number of call‐backs are
registered.
3 Implicit association tests are reaction time measures in which
respondents are asked to match concepts (Arab‐sounding
names) to attributes (good/bad). The speed with which
respondents do so is considered to reflect implicit attitudes
towards certain minorities.
4 Whitened resumes are ones where identifying information is
concealed or blotted, for example, by using one's middle
name instead of first name if the former is more race‐neutral or
by removing words referring to racial group membership
(like [Black] students' association).
5 eLancing websites are crowdsourcing internet marketplaces
where employers place assignments (e.g., software develop-
ment and translations) that freelancers can bid for. Work is
completed on an as‐needed basis and freelancers are
123. evaluated on the quality of their previous assignments.
ORCID
Eva Derous http://orcid.org/0000-0001-7874-5836
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142. It is reasonable to ask what good diversity does us. Diversity of
expertise confers bene-
fits that are obvious—you would not think of building a new car
without engineers, de -
signers and quality-control experts—but what about social
diversity? What good comes
from diversity of race, ethnicity, gender and sexual orientation?
Research has shown that
social diversity in a group can cause discomfort, rougher
interactions, a lack of trust, great-
er perceived interpersonal conflict, lower communication, less
cohesion, more concern
i n b r i e f
Decades of research by organizational scientists, psy-
chologists, sociologists, economists and demographers
show that socially diverse groups (that is, those with a
diversity of race, ethnicity, gender and sexual orienta-
tion) are more innovative than homogeneous groups.
It seems obvious that a group of people with diverse
individual expertise would be better than a homoge-
neous group at solving complex, nonroutine problems.
It is less obvious that social diversity should work in the
same way—yet the science shows that it does.
This is not only because people with different back-
grounds bring new information. Simply interacting with
individuals who are different forces group members to
prepare better, to anticipate alternative viewpoints and
to expect that reaching consensus will take effort.
Katherine W. Phillips is Paul
Calello Professor of Leadership
143. and Ethics and Senior Vice Dean
at Columbia Business School.
Being around people
who are different from
us makes us more
creative, more diligent
and harder-working
Katherine W. Phillips
How
Diversity
works
the state of the world’s science 2014
34 Scientific American, October 2014
about disrespect, and other problems. So what is the upside?
The fact is that if you want to build teams or organizations
capable of innovating, you need diversity. Diversity enhances
creativity. It encourages the search for novel information and
perspectives, leading to better decision making and problem
solving. Diversity can im prove the bottom line of companies
and
lead to unfettered discoveries and breakthrough innovations.
Even simply being ex posed to diversity can change the way
you
think. This is not just wishful thinking: it is the conclusion I
144. draw from decades of research from organizational scientists,
psychologists, sociologists, economists and demographers.
InformatIon and InnovatIon
The key To undersTanding the positive influence of diversity is
the
concept of informational diversity. When people are brought
together to solve problems in groups, they bring different infor-
mation, opinions and perspectives. This makes obvious sense
when we talk about diversity of disciplinary backgrounds—
think
again of the interdisciplinary team building a car. The same
logic
applies to social diversity. People who are different from one
another in race, gender and other dimensions bring unique
infor-
mation and experiences to bear on the task at hand. A male and
a
female en gineer might have perspectives as different from one
another as an engineer and a physicist—and that is a good thing.
Research on large, innovative organizations has shown re -
peatedly that this is the case. For example, business professors
Cristian Deszö of the University of Maryland and David Ross of
Columbia University studied the effect of gender diversity on
the top firms in Standard & Poor’s Composite 1500 list, a group
designed to reflect the overall U.S. equity market. First, they
examined the size and gender composition of firms’ top
manage-
ment teams from 1992 through 2006. Then they looked at the
financial performance of the firms. In their words, they found
that, on average, “female representation in top management
leads to an increase of $42 million in firm value.” They also
measured the firms’ “innovation intensity” through the ratio of
research and development expenses to assets. They found that
145. companies that prioritized innovation saw greater financial
gains when women were part of the top leadership ranks.
Racial diversity can deliver the same kinds of benefits. In a
study conducted in 2003, Orlando Richard, a professor of man-
agement at the University of Texas at Dallas, and his colleagues
surveyed executives at 177 national banks in the U.S., then put
together a database comparing financial performance, racial
diversity and the emphasis the bank presidents put on innova-
tion. For innovation-focused banks, increases in racial diversity
were clearly related to enhanced financial performance.
Evidence for the benefits of diversity can be found well be -
yond the U.S. In August 2012 a team of researchers at the
Credit
Suisse Research Institute issued a report in which they exam-
ined 2,360 companies globally from 2005 to 2011, looking for a
relation between gender diversity on corporate management
boards and financial performance. Sure enough, the re
searchers
found that companies with one or more women on the board
delivered higher average returns on equity, lower gearing (that
is, net debt to equity) and better average growth.
Productivity and equity are probably the most
often cited reasons to at tend to diversity in sci-
ence. Gender and culture also affect the sci-
ence itself, however. They influence what we
choose to study, our perspectives when we
approach scientific phenomena and our strate-
gies for studying them. when we enter the
world of science, we do not shed our cultural
practices at the door.
evolutionary biology is one example.
Despite popular images of Jane Goodall
146. observing chimpanzees, almost all early stud-
ies of primate behavior were conducted by
men. Male primatologists generally adopted
Charles Darwin’s view of evolutionary biolo
gy and focused on competition among males
for access to females. in this view, female pri-
mates are passive, and either the winning
male has access to all the females or females
simply choose the most powerful male.
the idea that females may play a more
active role and might even have sex with many
males did not receive attention until female
biologists began to do field observations. Why
did they see what men missed? “when, say, a
female lemur or bonobo dominated a male, or
a female langur left her group to solicit strange
males, a woman fieldworker might be more
likely to follow, watch, and wonder than to dis-
miss such behavior as a fluke,” wrote anthro
pologist sarah Hrdy. Her interest in maternal
reproductive strategies grew from her empa-
thy with her study subjects.
Culture also made a difference in ap -
proach. in the 1930s and 1940s U.s. primatol-
ogists, adopting the stance of being “mini
mally intrusive,” tended to focus on male
dominance and the associated mating ac -
cess and paid little attention to individuals
except to trace dominance hierarchies; rarely
were individuals or groups tracked for many
years. Japanese researchers, in contrast,
gave much more attention to status and
social relationships, values that hold a higher
147. relative importance in Japanese society.
This difference in orientation led to striking
differences in insight. Japanese primatologists
discovered that male rank was only one factor
determining social relationships and group
composition. they found that females had a
rank order, too, and that the stable core of the
group was made up of lineages of related
females, not males. the longer-term studies of
Japanese researchers also allowed them to
notice that maintaining one’s rank as the alpha
male was not solely dependent on strength.
Diversity has had an effect on studies of
education and social science. Lawrence
Kohlberg’s highly influential work on stages
of moral development in children in the early
1970s was later called into question by psy-
chologist Carol Gilligan on the grounds that it
ignored the perspective of women, who tend-
ed to emphasize the ethic of caring. Nor did
kohlberg’s model account for moral principles
associated with eastern religious traditions, in
part because his scheme did not include prin-
ciples of cooperation and nonviolence.
validity in the sciences involves much more
than attending to canons about the need for
proper controls, replicability, and the like. It
involves choices about what problems and
populations to study and what procedures and
measures to use. Diverse perspectives and val-
Particular Points of view
148. By Doug Medin, Carol D. Lee and Megan Bang
October 2014, ScientificAmerican.com 35
How dIversIty
Provokes tHougHt
Large data-set studies have an obvious
limitation: they only show that diver-
sity is correlated with better perfor-
mance, not that it causes better per-
formance. Research on racial di versity
in small groups, however, makes it
possible to draw some causal conclu-
sions. Again, the findings are clear: for
groups that value innovation and new
ideas, diversity helps.
In 2006 Margaret Neale of Stanford
University, Gregory Northcraft of the
University of Illinois at Urbana-Cham-
paign and I set out to examine the
impact of racial diversity on small deci-
sion-making groups in an experiment
where sharing information was a re -
quirement for success. Our subjects
were undergraduate students taking business courses at the Uni-
versity of Illinois. We put together three-person groups—some
consisting of all white members, others with two whites and one
nonwhite member—and had them perform a murder mystery
exercise. We made sure that all group members shared a
common
set of information, but we also gave each member important
clues
149. that only he or she knew. To find out who committed the
murder,
the group members would have to share all the information they
collectively possessed during dis-
cussion. The groups with racial diver-
sity significantly outperformed the
groups with no racial diversity. Being
with similar others leads us to think
we all hold the same information and
share the same perspective. This per-
spective, which is what stopped the
all-white groups from effectively pro-
cessing the in form ation, is what hin-
ders creativity and innovation. Other
re searchers have found similar re -
sults. In 2004 Anthony Lising Anto-
nio, a professor at the Stanford Grad-
uate School of Education, collaborat-
ed with five colleagues from Stanford
and other institutions to examine the
influence of racial and opinion com-
position in small group discussions.
More than 350 students from three
universities participated in the study. Group members were
asked
to discuss a prevailing social issue (either child labor practices
or
the death penalty) for 15 minutes. The researchers wrote
dissent-
ing opinions and had both black and white members deliver
them
to their groups. When a black person presented a dissenting per-
spective to a group of whites, the perspective was perceived as
more novel and led to broader thinking and consideration of