Presentation of Affirmative Actions, Adverse Impact and Characteristics of Effective Selection Techniques
uAFFIRMATIVE ACTION
Affirmative
action policies are those in which an organization
actively
engages in efforts to improve opportunities for historically excluded groups.
A set of policies that seeks to
correct past discrimination and through measures to ensure equal opportunity
for everyone.
Affirmative actions intended purpose
It
helps to eliminate discrimination against:
ØWomen
ØMinorities
ØAged Persons
ØGays/ Lesbians
ØDisabled
ØReligious Differences
ADVERSE IMPACT
Organization
write affirmative action plans in which they monitor ADVERSE IMPACT as
well as compare
the percentages of women and minorities in the organization with
the percentages of women and minorities in the qualified workforce.
AFFIRMATIVE ACTION STRATEGIES
1.
Monitoring Hiring And Promotion Statistics
ØThis
is for organizations to
monitor there hiring, placement, and promotion rates for men and women and
minorities and non-minorities.
ØIt
is mandatory
for federal contractors, for banks, and for educational institutions that receive federal funds.
2.
Intentional Recruitment of Minority Applicants
A common
strategy is to target
underrepresented groups for
more extensive recruitment.
It
includes advertising
in magazines and newspapers with a minority readership, recruiting at female
universities, visiting minority communities or paying a bonus for recruiting a
member of protected class.
3. Identification And
Removal Of Employment Practices Working Against Minority Applicants And Employees
This
strategy is to identify and remove practices that might discourage minority applicants
from applying to an organization
or minority employees from being promoted within an organization.
4.
Preferential Hiring And Promotion Of Minorities
Under
this
strategy , minority
applicants will be given preference over an equally qualified nonminority applicant.
It is
important to note that there in no way does affirmative action require an
employer to hire an unqualified minority over a qualified non-minority.
REASONS FOR AFFIRMATIVE ACTION PLANS
Organizations
have affirmative action plans for one of four reasons, two of which are
involuntary and two voluntary (Robinson, Allen & Abraham, 1992)
INVOLUNTARY
1.GOVERNMENT REGULATION:
Most
affirmative action requirements are the result of presidential executive order.
This order , as well as sections of several laws, requires federal contractors and
subcontractors with more than 50 employees to submit an annual EEO-1 report and
requires with contracts in excess of $50,000 to have formal affirmative action
plans.
2.COURT
ORDER
When a
court find a
public agency such as a police or fire department guilty of not hiring or
promoting enough members of protected
class, it
can order the agency to begin an affirmative action program.
VOLUNTARY
1.CONSENT DECREE
If a discrimination complaint has been filed with a
court, a public agency can voluntarily agree
rather than have a plan forced on it.
2.DESIRE TO BE A GOOD CITIZEN
Rather
than
wait for discrimination complaint some organizations develop
affirmative action programs out of a desire to be good citizens.
Legality of Preferential Hiring
and Promotion Plans
Courts
have indicated that any form of preferential hiring or promotion must undergo a
“Strict Scrutiny Analysis”
(Gutman,
2004)
1)History of Discrimination
2)Beneficiaries of the plan
3)Population used to set goals
4)Impact on nonminorities
5)Endpoint of the plan
A.
History Of Discrimination
The first criterion examined is whether there has been a history of
discrimination by a particular organization.
If no discrimination previously
occurred, then an
affirmative action plan is neither necessary nor legal. (as
30% of workforce is protected class)
B.
Beneficiaries of The Plan
The
second criterion concerns the extent to which the plan benefits people who were
not actual victims of discrimination.
If
the plan benefits only actual victims, it will probably be considered legal. (e.g. female promotion)
C.
Population Used To Set Goals
The
third criterion concerns which of two types of population was used to
statistically determine discrimination and set affirmative action goals.
With
area population, organization
compares the number of minorities in the general area with the number of
minorities in each position in the organization.
(80% but hired 20%)
If
a discrepancy occurs, the organization set hiring goals to remedy the
discrepancy.
D.
Impact On Nonminorities
The
fourth criterion used by court is to determine the legality of an
affirmative action program is whether the remedy designed to help minorities is
narrowly tailored.
Preference
can be given to a qualified minority over a qualified non-minority, but an
unqualified minority can never be hired over a qualified non-minority.
E.
End Point Of The Plan
The
fifth and final criterion concerns setting an end point for the plan.
That
is, the plan cannot continue indefinitely; it must end when certain goals
have been obtained.
Consequences
Of Affirmative Action Plans
Though
affirmative action programs are an important tool in ensuring equal
opportunity.
They
can result in some negative consequences for people hired or promoted as the
result of affirmative action. (Kravitz
et al.,1997)
Research indicates that employees
hired due to affirmative action programs are perceived by coworkers as less
competent. (Heilman,
Block & lucas,
1992 ; Heilman,
Block & Stathatos,
1997).
CHARACTERISTICS OF
EFFECTIVE SELECTION TECHNIQUES
CHARACTERISTICS OF EFFECTIVE SELECTION TECHNIQUES
There
are four characteristics of Effective Selection Techniques
1)Reliability
2)Validity
3)Cost-efficient
4)Legally Defensible
1. RELIABILITY
ØExtent
to which a score from a test or from an evaluation is consistent and free
from error.
ØDetermined
in four ways:
test-retest, alternate-forms, internal, and scorer
reliability
i) Test-Retest Reliability:
ØExtent
to which repeated
administration of the same test will achieve similar results.
ØScores
from the first administration of the test are correlated with scores from the
second to determine whether they are similar.
ØTemporal stability:
consistency of test
scores across time.
i) Test-Retest Reliability:
ØTime
interval should be long
enough so that specific test answers have not been memorized,
but short
enough so that the individual has not changed significantly.
ØTypical
time intervals range from 3-days
to 3-months.
i) Test-Retest Reliability:
ØTime
interval should be long
enough so that specific test answers have not been memorized,
but short
enough so that the individual has not changed significantly.
ØTypical
time intervals range from 3-days
to 3-months.
ii) Alternate-forms Reliability:
ØExtent to which two forms of the
same test are similar
ØCounterbalancing:-
method
of controlling for order effects by giving half of a sample Test A first,
followed by Test B, and giving the other half of the sample Test B first,
followed by Test A.
ØE.g. Form-A then Form-B from 50
then another 50 with same sequence.
ii) Alternate-forms Reliability:
ØScores
on forms A and B are then correlated
to determine whether they are similar.
If yes, then the test has form stability
ØForm Stability:-
extent
to which the scores on two forms of a test are similar.
iii) Internal Reliability:
ØInternal consistency:-
extent
to which similar items are answered in
similar
ways. Measures item stability
ØItem stability:-
extent
to which responses to the same tests are consistent
ØLonger test = higher internal consistency
ØExample:
Test with 5 items VS Test with 20 items.
iii) Internal Reliability:
ØItem homogeneity:- extent
to which test items measure the same construct.
ØThe
more homogenous the items=higher internal consistency.
Ø3
methods to determine internal consistency: split-half, coefficient
alpha, and K-R 20 (Kuder-Richardson formula 20)
iv) Scorer Reliability:
ØExtent to which two people
scoring a test agree on the test score, or extent to which a test is scored
correctly.
ØWhen
human judgement of performance is involved, scorer reliability is discussed in
terms of interrater
reliability.
2. VALIDITY:
ØDegree
to which inferences from test
scores are justified by the evidence.
ØReliability
has a necessary but not sufficient relationship with validity.
Ø5
common strategies to investigate validity of scores on a test: content, criterion, construct,
face, and known-group.
i) Content Validity:
ØExtent
to which tests or test
items sample the content that they are supposed to measure.
ØE.g.
teacher taught Consumer
Behavior Book and
giving exam from HRM
Book
ii) Criterion Validity:
ØExtent
to which a test
score is related to some measure of job performance.
ØCriterion:- measure
of job performance, such as attendance, productivity, or a supervisor rating.
ØCriterion validity
is established using one of two research designs: concurrent or predictive.
ii) Criterion Validity:
ØConcurrent validity:-
correlates
test scores with measures of job performance for employees currently working
for an organization.
ØPredictive Validity:-
test
scores of applicants are compared at a later date with a measure of job
performance.
iii) Construct Validity:
ØExtent
to which a test
actually measures the construct that it relevant to measure.
ØConstruct validity: it
is measuring that which it is intended to measure.
uiv) Known-group Validity:
Known-group validity:-
form
of validity in which test scores from two contrasting groups “known” to differ on a construct
are compared.
If
known groups do not differ on test scores, test is invalid.
5) Face Validity
ØExtent
to which a test appears
to be valid
ØFace-valid
tests result in high
levels of
test-taking motivation
3) COST-EFFICIENCY:
ØChoose the cheaper and easier to
administer test without compromising validity and reliability.
ØIf
there are who test for similar purpose with same so cost will be consider.
ØE.g. Wonderlic Personnel Test & WAIS
ØComputer-adaptive
testing
(CAT)- type of test taken on a computer in which the computer adapts the
difficulty of questions asked to the test-taker’s success in answering previous
questions.
“ Thank you”
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