Chapter 1 © 2017 Cengage Learning. All Rights Reserved.  Be able to describe I/O psychology and what I/O psychologists do  Learn about the history of I/O psychology  Know the admissions requirements for graduate programs in I/O psychology  Understand the importance of conducting research  Understand how to conduct research  Be able to differentiate various research methods © 2017 Cengage Learning. All Rights Reserved. A branch of psychology that applies the principles of psychology to the workplace (Aamodt, 2016)  Industrial-organizational psychologists are able to apply psychological theories to explain and enhance the effectiveness of human behavior in the workplace (Canadian Psychological Association)  I/O psychologists “enhance the dignity and performance of human beings, and the organizations they work in, by advancing the science and knowledge of human behavior” (Rucci, 2008)  © 2017 Cengage Learning. All Rights Reserved.  Personnel Employment Setting  Organizational Psychology Psychology  Human Factors/Ergonomics  Occupational Health and Safety Highest Degree Obtained (M.A.) Highest Degree Obtained (Ph.D.) Education 0.8 40.0 Private sector 44.0 23.3 Public sector 10.5 8.2 Consulting 37.3 25.0 Other 7.4 3.5 Source: Medsker, G. J., Katkowski, D. A., & Furr, D. (2005). 2003 income and employment survey results for the Society for Industrial and Organizational Psychology. The Industrial-Organizational Psychologist, 43(1), 36–50. © 2017 Cengage Learning. All Rights Reserved. Typical I/O Courses Typical MBA Courses Research methods Finance Quantitative methods Marketing Employee selection Corporate strategies and policies Organizational psychology/behavior Accounting Psychometrics/test construction Information systems Degree Characteristic M.A. Ph.D. Average GPA 3.41 3.58 Years to complete Training & development Economics Internship Performance appraisal Operations management Dissertation 2 5 Yes Yes No Yes Culture/global/international business Ethics Source: Moberg & Moore (2011) © 2017 Cengage Learning. All Rights Reserved.  Graduate  Types   Record Exam (GRE) of Graduate Programs Master’s programs Doctoral programs 1903 Walter Dill Scott publishes The Theory of Advertising 1913 Hugo Munsterberg publishes Psychology and Industrial Efficiency http://www.youtube.com/watch?v=q7sIc8RXspk 1917 Journal of Applied Psychology first published 1918 WWI provides I/O psychologists with first opportunity for large-scale employee testing and selection © 2017 Cengage Learning. All Rights Reserved. 1921 1932 © 2017 Cengage Learning. All Rights Reserved. First Ph.D. in I/O Psychology awarded to Bruce Moore and Merrill Ream at Carnegie Tech 1945 Society for Industrial and Business Psychology established as Division 14 of the APA with 130 members 1960 Division 14 renamed as Society for Industrial Psychology, membership exceeds 700 First I/O text written by Morris Viteles 1971 B. F. Skinner publishes Beyond Freedom and Dignity 1982 Division 14 renamed Society for Industrial and Organizational Psychology (SIOP) 2008 The journal Industrial and Organizational Psychology: Perspectives on Science and Practice begins publication as an official journal of SIOP 2010 SIOP membership exceeds 8,000 2014 SIOP membership exceeds 8,300 1933 Hawthorne studies published 1937 American Association for Applied Psychology established © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Answering questions and making decisions and everyday life  Common sense is often wrong  Research © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Ideas  Hypotheses - well thought-out suggestions or ideas  Theories - systematic sets of assumptions regarding the nature and cause of particular events © 2017 Cengage Learning. All Rights Reserved. What employee recruitment source is best? Idea or question © 2017 Cengage Learning. All Rights Reserved. Does all this noise High levels of noise affect my employees’ will increase the performance? number of errors made in assembling electronic components. Noise causes a distraction, making it difficult to concentrate. Idea or question Hypothesis or prediction Theory or explanation What will happen Why it will happen © 2017 Cengage Learning. All Rights Reserved. Employee referrals will result in employees who stay with the company longer than will the other recruitment methods. 1. Realistic job preview theory 2. Differential recruitmentsource 3. Personality similarity theory 4. Socialization theory Hypothesis or prediction Theory or explanation What will happen Why it will happen  Written sources  Journals  Trade magazines Magazines Internet (word of caution)    Bridge publications © 2017 Cengage Learning. All Rights Reserved.  Locations    Experiments Laboratory research Field research    Issues    Independent variable is manipulated {and} Subjects are randomly assigned to conditions Dependent variable  Quasi-experiments Informed consent Institutional review boards   Independent variable is not manipulated {or} Subjects are not randomly assigned to conditions  Archival research  Surveys  Meta-analysis © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. A researcher thinks that smaller groups will be more cohesive than larger groups  Independent   Variable Independent variable = Group size Experimental group Control group  Dependent Dependent variable = Level of cohesion Variable Cohesiveness rating © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. A researcher thinks that setting goals will increase the number of orders that are “upsized” at McBurger King Independent variable = Setting of goals (yes or no) Dependent variable = # of upsized orders Experimental Condition # of upsized orders © 2017 Cengage Learning. All Rights Reserved. Number of Group Members 3 5 7 9 11 13 87 77 65 60 60 58 No Goals 18 Goals 79  Are employees in large organizations more likely to miss work than those in small organizations?  Will taking a practice test increase scores on the an employment test?  Will making “to do” lists decrease the stress of managers?  A researcher found that employees with customer service training have fewer customer complaints than employees who haven’t been trained.  A researcher found that employees on the night shift make more errors than those on the day shift.  A researcher found that employees paid on commission were more productive but less satisfied than employees paid an hourly rate. © 2017 Cengage Learning. All Rights Reserved.  Used when experiments are not practical or when manipulating a variable may not be ethical  A study is a quasi-experiment rather than an experiment when    2013 Employee absenteeism rate = 5.09% On-site child-care center established  2014 (Jan 1)  2014 Employee absenteeism rate = 3.01% The independent variable is not manipulated {or} Subjects are not randomly assigned to conditions  Cannot determine cause-effect relationships © 2017 Cengage Learning. All Rights Reserved. Date Absenteeism % 1/13 2.8 2/13 3.1 3/13 4.7 4/13 4.7 5/13 4.8 6/13 6.7 7/13 6.5 8/13 4.9 9/13 4.5 10/13 4.4 11/13 8.7 12/13 2013 Total © 2017 Cengage Learning. All Rights Reserved. External Factor Unemployment rate at 4.1% Main highway closed Highway reopens Terrible snowstorm 5.3 5.09% Internal Factor Date Absenteeism % 1/14 5.3 2/14 5.2 3/14 5.1 4/14 2.0 5/14 2.0 6/14 2.0 7/14 1.8 8/14 1.8 Wellness program started 2.0 2.1 11/14 4.0 Mild weather 12/14 4.2 New attendance policy Mild weather 2014 Total 3.13%  Mail  Mail   Phone   Email   Internet   © 2017 Cengage Learning. All Rights Reserved. Flextime program started Unemployment rate at 9.3% 9/14 © 2017 Cengage Learning. All Rights Reserved. interviews Internal Factor Child care center started 10/14 © 2017 Cengage Learning. All Rights Reserved.  Personal External Factor Responses Gone with the Wind The Sound of Music The Wizard of Oz It’s a Wonderful Life To Kill a Mockingbird © 2017 Cengage Learning. All Rights Reserved.  Email      Responses Gone with the Wind Star Wars Schindler’s List The Wizard of Oz The Shawshank Redemption  Pre-contact  Personalize participants the survey (e.g., original  Compared  signature) survey responses will be anonymous by using identification numbers  Use a first-class stamp (15% more likely to be opened)  Ensure    to regular mail, email Faster Cheaper (5-20% of regular mail cost) Results in longer, more candid open-ended responses Has similar response rates (about 30%)  Survey length does not affect response rates © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Immediately Poll Obama McCain Difference  Provide Actual results 52.9% 45.6% 7.3% Battleground 50 48 2 Fox News 50 43 7 Rasmussen Reports 52 46 6 NBC News/Wall St. Journal 51 43 8 ABC News/Washington Post 53 44 9 CBS News 51 42 9 Reuters/C-SPAN/Zogby 54 43 11 Gallup 55 44 11 identify self and affiliation a phone number if participant is suspicious  Stress the importance of the information  Keep the interview short  Limit the number of response options  Speak clearly © 2017 Cengage Learning. All Rights Reserved. Poll Actual results © 2017 Cengage Learning. All Rights Reserved. Obama Romne y Difference  Will the participant understand the question? the question itself change the way a person thinks?  Do the response options cover the construct?  What are we going to do with the data?  Will 51.1% 47.2% 3.9% Gallup 49 50 –1 Rasmussen Reports 48 49 –1 Battleground/Politico/GWU 47 47 0 CNN/Opinion Research 49 49 0  IBD/TIPP 50 49 1  NBC News/Wall St. Journal 48 47 1 ABC News/Washington Post 50 47 3 Pew Research 50 47 3 © 2017 Cengage Learning. All Rights Reserved. What question are we trying to answer? How much time, effort, and money are we willing to spend in coding and analyzing responses?  Does the format increase or decrease the probability of responding? © 2017 Cengage Learning. All Rights Reserved.  Open-ended    Restricted   items  Age Provide richer quality Difficult to analyze _____  Age  items  Easier to analyze May limit responses     Under 21 21–25 26–30 31–40 41–50 Over 50 © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  In the past year, how many times did you play golf?  How many times per week do you drink alcohol?  Statistical © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. method of reaching conclusions based on previous research Study N Validity p Will & Grace (2008) 20 0.28 NS Dharma & Gregg (2009) 30 0.25 Smith & Jones (1983) 25 Starsky & Hutch (1990) 40 © 2017 Cengage Learning. All Rights Reserved. Study N Validity p Will & Grace (2008) 430 0.28 0.001 NS Dharma & Gregg (2009) 30 0.05 NS 0.30 NS Smith & Jones (1983) 225 0.30 0.001 0.27 NS Starsky & Hutch (1990) 40 0.07 NS © 2017 Cengage Learning. All Rights Reserved.  Obtain relevant studies test statistics into effect sizes  Compute mean effect size  Correct effect sizes for sources of error  Determine if effect size is significant  Determine if effect can be generalized or if there are moderators  Establish  Convert  Sources © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Search  Must      Engines Academic Search Complete PsycINFO Lexis-Nexis Google Scholar World Cat       time frame for studies Journals Dissertations Theses Technical reports Conference presentations File cabinet data be empirical have the appropriate statistic to convert to an ‘r’ or a ‘d’  Must have complete set of information  Must be accurate  Must  Internet  Bibliographies from studies calls  List serve calls for help  Phone © 2017 Cengage Learning. All Rights Reserved.  Two   common effect sizes Correlation (r) Difference (d)  Conversion    © 2017 Cengage Learning. All Rights Reserved. Answer to Types Directly using means (Mexp – Mcontrol) ÷ SDoverall Formulas to convert t, F, X2, r, and d © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. Study Type IV DV Study Type IV DV A Correlation Satisfaction Performance E Meta-analysis Incentives Performance B Archival Sex Salary F Survey None Work attitude C Quasi-experiment MNF Game Days missed G Archival Education Performance H Experiment Training Ability to detect deception Survey D None Child-care center attitudes © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Size  Types  Students vs. “real world”    Does it Matter? If you were investigating whether the length of time it took for an employee to report sexual harassment (1 day versus 3 months) influenced jurors decisions, would students as subjects be different from having people from the community? of Samples Random Representative Non-random/representative  Sampling    Methods Random selection Convenience Random assignment © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. A researcher has the students in her classes fill out a questionnaire  A researcher gives $6 to people who will participate in his study. As the people arrive, he flips a coin to see if they will be in the experimental or the control condition.  A manager wants to see if a training program will increase performance. She selects every third name from the company roster to participate. Employees with an odd number at the end of their social security number are given one training program and those with an even number are given another.  Extra © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  credit  Money  Intrinsic  Ordered reasons to participate Does it Matter? Would the inducement used affect the type of person agreeing to participate? In what ways?  Ethically required be waived when  Can     An Research involves minimal risk Waiver will not adversely affect rights of participants Research could not be done without the waiver © 2017 Cengage Learning. All Rights Reserved.  Informed experimenter wants to study the effects of electric shock on reducing patients’ depression levels  A researcher wants to conduct a telephone survey in which she asks people their five favorite TV shows. She will then determine if males and females like different shows.  A researcher wants to determine the types of people who litter. He plans to hide above a road and record information about the people who litter or don’t litter (e.g., age, sex, type of car). © 2017 Cengage Learning. All Rights Reserved. consent  Instructions  Task  completion Deception?  Debriefing © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Introduction Answer to   Old references: Article was published in 2015 yet most recent cite is 1978 Article stated that other studies “have shown no improvement” but did not cite them  Method    Small sample size No description of participant characteristics Subjective dependent variable  Results   © 2017 Cengage Learning. All Rights Reserved. Significance levels were ignored Inferred “cause” in a correlational study © 2017 Cengage Learning. All Rights Reserved.  Numbers will always be different they different by chance or by something true?  Probability levels (p < 0.05)  Are  Descriptive      © 2017 Cengage Learning. All Rights Reserved.  Does  Statistics Statistics Mean Median Mode Frequencies Standard deviation © 2017 Cengage Learning. All Rights Reserved. not show causation coefficient  Correlation Direction    Magnitude    Positive Negative Distance from zero Comparison to norms Salary  Type of Relationship   Linear Curvilinear © 2017 Cengage Learning. All Rights Reserved. Time in Job © 2017 Cengage Learning. All Rights Reserved.  Informed consent  Debriefing Review Boards Salary  Research Time in Job © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. showing differences    t-tests Analysis of variance Chi-square  Ethical dilemmas: Ambiguous situations that require personal judgments of what is right or wrong.  Two types   Type A Type B © 2017 Cengage Learning. All Rights Reserved. Chapter 2 © 2017 Cengage Learning. All Rights Reserved.  Understand the definition and uses of job analysis  Know how to write a job description  Know how to conduct a job analysis  Learn when to use the various job analysis methods  Understand the concept of job evaluation  Understand the concept of pay equity © 2017 Cengage Learning. All Rights Reserved.  Writing job descriptions  Employee selection  Training  Personpower planning  Performance appraisal  Job classification  Job  Describes  Brief Title summary  Work activities  Tools and equipment used  Job context  Work performance  Compensation information  Job Competencies  Assists  Job evaluation design  Compliance with legal guidelines  Organizational analysis  Job the nature of the job in employee selection and recruitment  Affects perceptions of job worth and status   Job evaluation results Employees feelings of personal worth  Affects clarity of resumes Traditional Title Upsized Title  Useful Writer Waiter Garbage Man Sentence Engineer Customer-Chef Intermediary Sanitation Engineer  Should Secretary Window Washer Power Behind the Throne Optical Illuminator Enhancer File Clerk Receptionist Grave Digger Data Storage Specialist Director of First Impressions  Organize    for recruitment advertising be written in an easy to understand style  Jargon and abbreviations should not be used Cadaver Disposal Facilitator by dimensions Similar activities Similar KSAOs Temporal order  Task        schedule of supervision  Ergonomic information statements List only one activity per statement Statements should be able to “stand alone” Should be written in an easy to understand style Use precise rather than general words “Responsible for” “Oversees” “Handles accounts”  Work  Describes  Degree  This      Physical and Psychological Stress Indoors v. outdoors Lighting/heat/noise/physical space Clean v. dirty environment Standing/sitting/bending/lifting     how performance is evaluated section might include Standards used Frequency of evaluation Evaluation dimensions The person doing the evaluating  Job evaluation dimensions  Exempt status  Pay grade  Job group  EEO-1          Category Officials and managers Professionals Technicians Sales workers Office and clerical Craft workers Operatives Laborers Service workers Is competency modeling really different from KSAOs?  Common    Names Job competencies Knowledge, skill, ability, and other characteristics (KSAOs) Job specifications  Competencies   should be separated Those needed before hire Those that can be learned after hire Answer to Shippmann, J. S., Ash, R. A., Battista, M., Carr, L., Eyde, L. D., Hesketh, B., Kehoe, J., Pearlman, K., Prien, E. P., & Sanchez, J. I. (2000). The practice of competency modeling. Personnel Psychology, 53(3), 703-740.  The verbs at the beginning of the sentences are not parallel (e.g., takes v. inspect)  Under food preparation, “Handle problems” is too vague  Under cleaning, “RK-9” and “10-6” are jargon and wouldn’t make sense to a person unfamiliar with the job  Under tools, a cash register is listed yet there are no tasks reported that involve a cash register  Under job context, lifting 80-pound crates is mentioned. There are no tasks involving lifting crates.  Personal Requirements “Be flexible” is vague. Are we talking about physical flexibility or interpersonal flexibility?  “No mental or physical problems” is a violation of the ADA.   Counting back change is listed but there are no tasks listed that involve counting back change. Exercise 2.2  Internal     Department Human resources Compensation Training Engineering  Internal  Choices     All employees Random sample Representative sample Convenience sample task force  Supervisors  Employees  Consultants  Interns/class projects  Potential  Types  Step of Requirements Formal  Informal        of Specificity Job: Loan officer Position: Loan officer at the Boone branch Duty: Approval of loans Task: Investigates loan history to determine if applicant has bad credit Activity: Runs credit histories on credit machine Element: Enters applicant’s SSN into credit machine Sub element: Elevates finger 30 degrees before striking key  Gathering existing information subject matter experts (SMEs)  Interviewing    Individual interviews SME Conferences Ammerman Technique  Observing     1: 2:  Step 3:  Step 4:  Step 5: incumbents  Job participation Identify tasks performed Write task statements Rate task statements Determine essential KSAOs Select tests to tap KSAOs  Required      elements to a task statement Action Object  Optional  Differences Job competence Race Gender Education level Viewpoint  Step   Level  elements Where the task is done How it is done Why it is done When it is done Poorly written task statement  Characteristics of well-written task statements        Properly written task statement One action and one object Appropriate reading level The statement should make sense by itself All statements should be written in the same tense Should include the tools and equipment used to complete the task Task statements should not be competencies Task statements should not be policies Sends purchase requests Sends purchase requests to the purchasing department using campus mail Drives Drives a five-speed truck to make food deliveries within the city of Toledo Locks hall doors Uses master key to lock hall doors at midnight so that nonresidents cannot enter the residence hall  To Handles customer complaints Type, files, and distributes correspondence  Utilizes decision-making skills and abilities  In charge of the copy machine  Uses the computer to balance department budget  Responsible for opening and closing the office  Greets visitors  Examines supervisor’s daily schedule  Oversees the office  practice writing task statements, write 10 task statements for your current job or one that you have had recently   Tasks        can be rated on a variety of scales Importance Part-of-the-job Frequency of performance Time spent Relative time spent Complexity Criticality  Research   shows only two scales are necessary Frequency Importance Frequency 0 Task is not performed as part of this job 1 Task is seldom performed 2 Task is occasionally performed 3 Task is frequently performed Importance 0 Unimportant. There would be no negative consequence if the task were not performed or not performed properly. 1 Important: Job performance would be diminished if task were not completed properly. 2 Essential: The job could not be performed effectively if the incumbent did not properly complete this task. Raters a chart summarizing the ratings the frequency and importance ratings to form a combined rating for each task  Include the task in the final task inventory if: Scully  Create  Add   Average rating is greater than .5 for both frequency and importance {or} Combined rating is 2.0 or higher Knowledge A body of information needed to perform a task Skill The proficiency to perform a certain task Ability A basic capacity for performing a wide range if different tasks, acquiring a knowledge, or developing a skill Other characteristics Personal factors such as personality, willingness, interest, and motivation and such tangible factors as licenses, degrees, and years of experience Combined Average Mulder Task # F I CR F I CR F I CR 1 2 0 2 3 0 3 2.5 0.0 2.5 2 2 2 4 2 1 3 2.0 1.5 3.5 3 0 0 0 0 0 0 0.0 0.0 0.0 4 3 2 5 3 2 5 3.0 2.0 5.0 Answer to 34 Competency KSAO Competency KSAO 1. Data entry speed Skill 10. Color vision Ability 2. Finger dexterity Ability 11. Being a nonsmoker Other 3. Driving a car Skill 12. Customer service experience Other 4. Traffic rules Knowledge 13. Use of PowerPoint Skill, knowledge 5. A driver’s license Other 14. Willingness to work weekends Other 6. A friendly personality Other 15. Spelling and grammar Skill, knowledge 7. Ten years of experience Other 16. Writing reports Skill 8. Basic intelligence Ability 9. Physical strength Ability  Position            Analysis Questionnaire 194 Items 6 main dimensions  Job   Information input Mental processes Work output Relationships with others Job context Other   Job    Easy to use Standardized Difficult to read for average employee Job Components Inventory   400 questions 5 main categories        Threshold Traits Analysis   Tools and equipment used Perceptual and physical requirements Mathematical requirements Communication requirements Decision making and responsibility 33 items 5 main categories              Reliable  Short and quick to use Adaptability Inventory 132 items 8 adaptability dimensions     Position Requirements Handling emergencies Handling work stress Solving problems creatively Dealing with uncertainty Learning Interpersonal adaptability Cultural adaptability Physically orienting adaptability  Critical  107 items items 12 personality dimensions  Fleishman   Physical traits Mental traits Learned traits Motivational traits Social traits Form   Job  Job Analysis Data People Things Good reliability  Personality-Related  Elements Inventory 153 items 10th grade readability level Correlates highly with PAQ  Functional   Structure Profile Designed as a replacement for the PAQ Easier to read than the PAQ Good reliability  Job Analysis Survey 72 abilities Good reliability     Incident Technique Job incumbents generate incidents of excellent and poor performance Job experts examine each incident to determine if it is an example of good or poor performance 3 incumbents sort incidents into categories Job analyst combines and names categories 3 incumbents resort incidents into combined categories Number of incidents per category provides an idea of the importance of each category Category Excellent Poor Total Interest in residents 31 19 50 Availability 14 27 41 Responsibility 12 20 32 Fairness 18 10 28 Self-adherence to rules 0 28 28 Social skills 19 7 26 Programming 13 7 20 Self-confidence 12 8 20 Rule enforcement 4 4 18 Authoritarianism 1 16 17 Counseling skills 12 4 16 Self-control 5 2 7 Confidentiality 1 2 3  Will attract and retain desired employees motivate current employees while also providing security  Is equitable  Is in compliance with legal guidelines  Reaching the end of a job interview, the HR manager asked a young applicant fresh out of business school, “And what starting salary are you looking for?”  The applicant said, “In the neighborhood of $140,000 a year, depending on the benefits package.”  The interviewer said, “Well what would you say to a package of 5 weeks of vacation, 14 paid holidays, full medical and dental, company matching retirement fund to 50% of salary, and a new company car every two years – say a red Corvette?”  The applicant sat up straight and said, “Wow! Are you kidding?”  The interviewer replied, “Yeah, but you started it.”  Will  Determine compensable factors  Determine levels for each factor  Assign weights to each factor  Convert weights to points for each factor  Assign points to each level within a factor  Assign points to jobs  Run regression to determine how well points predict salary midpoints  Compensable Factors  Examples      responsibility complexity/difficulty skill needed physical demands work environment  What factors make one job worth more than another?  Education  High school degree or less Two year college degree Bachelor’s degree  Master’s degree    Responsibility      Makes decisions for 1-5 employees Makes decisions for more than 5 employees Physical demands  Lifts no heavy objects  Lifts objects between 25 and 100 pounds Lifts objects more than 100 pounds  Factor Makes no decisions Makes decisions for self Weight Points Education 20 200 Makes no decisions 75 Responsibility 30 300 Makes decisions for self 150 Physical demands Safety 15 150 Makes decisions for 1-5 employees 225 Makes decisions for > 5 employees 300 10 100 Total 300 Experience Total 25 250 100% 1000 Responsibility Points Position: Production Supervisor Exercise 2.5 Factor Education Points 200 Responsibility Physical demands 300 150 Safety Experience 100 250 Total 1000 Job Answer to Points Salary Computer Operator 450 $28,000 Computer Programmer 550 $36,000 Documents Specialist 400 $26,000 Secretary I 500 $27,000 Secretary II 450 $25,000 Computer Analyst 600 $37,000 Clerk 350 $25,000 Supervisor 650 $42,000 Account Representative 500 $28,000 Customer Service Agent 550 $35,000 44,000 43,000 42,000 Job Supervisor Points Predicted Salary Salary Computer Operator 450 $27,869 $28,000 +131 Computer Programmer 550 $33,936 $36,000 +2,064 Documents Specialist 400 $24,835 $26,000 +$1,165 Secretary I 500 $30,902 $27,000 -$3,902 Secretary II 450 $27,869 $25,000 -$2,869 Computer Analyst 600 $36,969 $37,000 +$31 Clerk 350 $21,802 $25,000 +$3,198 Supervisor 650 $40,003 $42,000 +$1,197 Account Representative 500 $30,902 $28,000 -$2,902 Customer Service Agent 550 $33,936 $35,000 +$1,065 41,000 40,000 Difference 39,000 38,000 37,000 Comp Anlst 36,000 Comp Prog 35,000 Cust Serv 34,000 33,000 32,000 31,000 30,000 29,000 28,000 Comp Op 27,000 Acct Rep Sec I 26,000 Doc Spec 25,000 Clerk Sec II 24,000 23,000 22,000 21,000 350 400 450 500 550 600 based on external market through salary surveys  Information obtained 650 57 700 # of orgs # of emp Weighted Average Foreperson 18 286 Machinist 9 419 Planner 9 Production Quality Ins  Worth  Determined     salary range starting salary actual salaries paid benefits Salary Range Low Q1 Median Q3 High $23.21 12.67 19.96 22.67 28.69 37.44 $20.83 10.28 17.79 19.63 22.09 26.80 36 $19.73 17.64 19.68 21.63 24.59 37.44 15 3,487 $18.91 9.49 13.24 16.05 16.62 24.27 10 45 $15.23 11.00 13.84 15.01 21.31 24.18 Janitor 10 322 $12.00 8.85 10.02 11.15 12.04 20.81 Maint A 17 112 $15.90 10.65 11.54 15.97 20.40 27.78 Mechanic 11 382 $19.80 12.99 18.10 19.30 21.27 25.98 Production Maintenance  Response   rate organization conducted trade group conducted  Finding comparable jobs salary surveys perpetuate discrimination?  Do salary surveys “fix” salaries at low levels?  Do Are CEOs being paid too much or are they worth the high compensation packages they receive?  Is it ethical that a CEO receives a bonus when employees are being laid off or having their benefits reduced?  Does high compensation for CEOs actually increase company performance?  Should a company’s number one focus be n making money for its shareholders?  What might be other ethical factors surrounding this issue?  Chapter 3 © 2017 Cengage Learning. All Rights Reserved.  Understand the legal process involving employment law  Know what classes of people are protected by federal law  Be able to determine the legality of an employment practice  Understand the concept of adverse impact  Understand affirmative action  Know the important issues involving employee privacy rights © 2017 Cengage Learning. All Rights Reserved.  U.S. Constitution   5th Amendment (federal government) 14th Amendment (state & local governments)  Federal Laws (CRA, ADA, ADEA, FMLA, EPA)  Executive orders (Executive Order 11246 – Federal Contractors)  Federal case law (interprets Constitution and federal laws) U.S. Supreme Court Circuit Courts of Appeal (12 circuits, Virginia is 4th)  U.S. District Courts    Federal administrative guidelines   © 2017 Cengage Learning. All Rights Reserved. EEOC OFCCP © 2017 Cengage Learning. All Rights Reserved. Year Complaints % Unwarranted Monetary Benefits* 2013 93,727 81.9 $372.1 2012 99,412 82.7 $365.4 2011 99,947 82.0 $364.7 2010 99,222 80.8 $319.4 2009 93,277 79.7 $294.2 2008 95,402 78.7 $274.4 2007 82,792 78.1% $290.6 2006 75,768 77.8 $229.9 2005 75,428 78.6 $276.1 2004 79,432 80.5 $251.7 2003 81,300 80.0 $269.0 2002 84,442 79.9 $257.7 2000 79,896 78.8 $245.7  Disparate treatment (intentional discrimination)  Disparate impact (adverse impact)  Invasion of privacy  Illegal search *in millions © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. Alleged discriminatory act Internal investigation  Internal resolution process  Mediation          Dictate a decision Mediate a solution Arbitrate a decision    © 2017 Cengage Learning. All Rights Reserved.     Who  180 days for nondeferral states 300 days for deferral states Employer notified within 10 days Investigation (goal is to complete in 120 days)    Attempt to reach agreement If no agreement, EEOC can file suit  Reasonable cause not found   Right to sue letter issued to employee Employee has 90 days to file suit © 2017 Cengage Learning. All Rights Reserved.  Disparate Impact Cases       Reinstatement Back pay Seniority Front Pay Affirmative Action Attorneys’ Fees © 2017 Cengage Learning. All Rights Reserved.   Reasonable cause found  Third party makes decision © 2017 Cengage Learning. All Rights Reserved. Alleged discriminatory act Complaint filed  Binding Nonbinding  Dictation External resolution process State agencies in deferral states  EEOC  Law suit  Neutral third party Arbitrator makes decision  Appeal procedure is important   Neutral third party Disputants reach agreement  Arbitration Essential to have a formal policy Options     is Covered Private employers with at least 15 employees Federal, state, and local governments Employment agencies Unions Americans working abroad for American companies  Who     is Exempt Bona fide tax exempt private clubs Indian tribes Individuals denied employment due to national security concerns Publicly elected officials and their personal staff © 2017 Cengage Learning. All Rights Reserved.  Disparate Treatment Cases Same as disparate impact +  Compensatory damages     psychological damage actual expenses damage to reputation Punitive damages (private sector only)  Damage Limits (no limit for race)   Hiring  Placement  Promotion  Assignment (shift, patrol zone)  Salary  Discipline  Training opportunities © 2017 Cengage Learning. All Rights Reserved. Does requirement directly refer to member of federally protected class? yes no no Probably Illegal BFOQ? yes Has case law, state law, or local law expanded definition of protected class? yes no no Probably Legal Does requirement have adverse impact? yes Is requirement subterfuge for discrimination? yes Probably Illegal no Probably Illegal no Probably Illegal no Is requirement job related? yes Were alternatives with less adverse impact considered? yes Probably Legal © 2017 Cengage Learning. All Rights Reserved.  Sex (Civil Rights Act)   Male Female  Race     (CRA) African American Asian American White Native American  National origin (CRA)  Color (CRA) (over 40; ADEA)  Religion (CRA)  Disability (ADA)  Age    Answer to Current Previous Regarded as such  Qualified  Pregnant veteran female © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. Question Answer Reason A Yes Recently retired veterans are qualified veterans B Yes Religion (Civil Rights Act) C Yes Potential disability (ADA) D No Sexual preference is not a federally protected class E Yes Sex (Civil Rights Act) F No Only people over the age of 40 are protected G Yes National Origin (Civil Rights Act)  H Yes Color (Civil Rights Act)  I No Education level is not a federally protected class J No This is a grooming standard  Only members of a particular class can perform the job  There can be no exceptions  According to the courts:  © 2017 Cengage Learning. All Rights Reserved.  Race can never be a BFOQ Religion has been (e.g., Nun, priest) Gender seldom is Customer preference doesn’t matter © 2017 Cengage Learning. All Rights Reserved.  Is gender a BFOQ for Hooters?  State     Local   © 2017 Cengage Learning. All Rights Reserved. Law Examples Cincinnati protects people of Appalachian heritage Santa Cruz, CA outlaws discrimination based on height and physical appearance  Case  Law Examples Virginia protects marital status Wisconsin protects sexual orientation 17 states ban gender identity bias Law Examples Former drug use is not a disability © 2017 Cengage Learning. All Rights Reserved. Education Level Male 50 20 0.40 Number of applicants Number hired Selection ratio Female 30 10 0.33 0.33/0.40 = 0.83 > 0.80 (no adverse impact) 80 70 60 50 40 30 20 10 0 Asian White Bachelor's Degree © 2017 Cengage Learning. All Rights Reserved. Number of applicants Number hired Selection ratio Hispanic High School Diploma © 2017 Cengage Learning. All Rights Reserved. Male 40 20 0.50 Female 20 4 0.20 Answer to 0.20/0.50 = 0.40 < 0.80 (adverse impact) © 2017 Cengage Learning. All Rights Reserved. African American © 2017 Cengage Learning. All Rights Reserved. Number of applicants Number hired Selection ratio Male 25 17 0.68 Female 5 2 0.40 Number of applicants Number hired Selection ratio White 20 14 0.70 Hispanic 10 5 0.50 0.40/0.68 = 0.59 < 0.80 (adverse impact) 0.50/0.70 = 0.71 < 0.80 (adverse impact) © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Old  Exemptions voting requirements requirements  Height requirements  Residency    Bona fide seniority system Veteran’s preference rights National security  Job       © 2017 Cengage Learning. All Rights Reserved.  Based  Correlate A  Two on a solid job analysis method of rationally matching tasks with the necessary knowledge, skills, abilities, and other characteristics (KSAOs) to perform the job   Content validity Criterion validity Validity generalization test scores with relevant criteria types Concurrent Predictive  Requirements    © 2017 Cengage Learning. All Rights Reserved. BFOQ Valid testing procedure Methods  © 2017 Cengage Learning. All Rights Reserved. Related Types Reasonable sample size Good range of test and criterion scores A good criterion © 2017 Cengage Learning. All Rights Reserved.  Based on meta-analysis validity from other studies or organizations  Job analysis results must be similar  Borrows © 2017 Cengage Learning. All Rights Reserved. Answer to © 2017 Cengage Learning. All Rights Reserved. Question Legality Exemption A Legal Veterans preference B Legal The valid testing procedure (r = 0.45) justifies the adverse impact A different test measuring the same construct  A different type of test  Changes to testing conditions   C Legal Bona fide seniority system  video rather than written practice exams conditioning programs  Job © 2017 Cengage Learning. All Rights Reserved. redesign © 2017 Cengage Learning. All Rights Reserved. Refer to federally protected class? Answer to Q1 Q2 Q3 No Yes (Sex) No BFOQ? Adverse impact? ? Probably not Yes 0.10 ÷ 0.20 = 0.50 Job related? Yes significant validity (r = 0.30) Searched for test with less adverse impact? Legal Status © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. Yes Legal It would depend on the BFOQ status Legal  What examples of harassment have you seen in the workplace? © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  21,371  Gender  charges of harassment 7,256 were for sexual harassment charges of sexual harassment  17.6% of the charges were made by males  Harassment    Charges 40% racial 34% sexual 26% other protected classes  Race  Religion  Age  National   Origin Alien status Citizenship status  Disability  Sexual Preference © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Quid  Granting Pro Quo  Hostile Environment © 2017 Cengage Learning. All Rights Reserved. of sexual favors is tied to employment decisions  Single incident is enough  Organization is always liable © 2017 Cengage Learning. All Rights Reserved.  Pattern of conduct to gender  Is unwanted  Is negative to the “reasonable person”  Affects a term, condition, or privilege of employment  Sexual  Related  Undue comments attention  Verbal sexual abuse  Verbal sexual displays  Body language  Invitations  Physical advances  Explicit sexual invitations © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Comments  Perpetuate  Jokes  Degrade stereotypes another group  Build-up own group  Make others feel uncomfortable  Posters  Cartoons  E-mail  Drawings © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. Situation Answer A Quid pro quo B No harassment. The behavior is not unwanted. C Hostile environment. Judy’s behavior is based on Brian’s sex, is a pattern, and is unwanted. D Hostile environment. John only calls the females “honey,” the behavior is a pattern, and it is unwanted. Answer to © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Hatred  Hurts  To  Causes   toward a group express an emotion Anger Frustration  Ignorance  Attempts  To to gain power “fit in” with another group workplace relationships emotional distress  Causes physical distress  Decreases productivity  Increases turnover and absenteeism  Increases legal liability © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Don’t  Talk laugh at offensive behavior your mind  Let employees know when they are crossing the line  Speak    Talk     © 2017 Cengage Learning. All Rights Reserved. to the individual yellow light red light to your supervisor or to the HR Director all complaints are taken seriously an investigation will occur think about what you want the outcome to be don’t publicize your complaint © 2017 Cengage Learning. All Rights Reserved.  Victims must be encouraged to come forward complaint or suspicion must be investigated  Appropriate action must follow the investigation  Every © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Investigation must be prompt must be kept confidential to protect the accused  Actions must be taken to protect the accuser during the investigation  Due process  Appropriate action must be taken  Complaints © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  What 1. is affirmative action? Is it a good idea? 2. 3. 4. © 2017 Cengage Learning. All Rights Reserved. Intentional recruitment of minority applicants Removal of supervisor and employee prejudices Identification and removal of employment practices that work against minority employees Preferential hiring and promotion of minorities © 2017 Cengage Learning. All Rights Reserved. Was there a history of discrimination? No Plan is illegal Yes  Involuntary   Government regulation Court order  Voluntary   Consent decree Desire to be a good citizen    community relations customer relations hope that diversity will increase productivity Does the plan only benefit actual victims of discrimination? Plan is Legal No What population was used to establish goals? Area Plan is illegal Qualified Work Force Did plan trammel the rights of nonminorities? Yes Plan is illegal No Is there an ending point to the plan? Yes Plan is Legal © 2017 Cengage Learning. All Rights Reserved. Yes No Plan is illegal A history of discrimination must be demonstrated  Numeric disparity   can establish history numeric disparity by itself may not be enough  Area population work force  Qualified   minimum standards minority interest in occupation  Affirmative action posture and efforts will also be considered  Other reasons, such as lack of interest in the position, must be considered along with the disparity © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Magnitude of the goal must be reasonable people hired must be qualified  Race/gender can be used to break ties among equally qualified applicants  Promotion spots can be “double filled”  Progress  All  Plan © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  People    must be periodically reviewed must end when goals have been achieved hired due to affirmative action: are perceived by coworkers as being less competent tend to devalue their own performance behave negatively toward other AA people Answer to  Organizations using AA based hiring have lover levels of productivity (Silva & Jacobs, 1993) © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. Legal Consideration Legal Status History of discrimination? Yes – 30% population numbers compared to 5% employment numbers Population used to set goals No – the qualified work force should have been used rather than the area population Trammel rights of nonminorities? ? – It would depend on whether 3.4 GPA and 3 years experience are considered significantly higher than 3.2 GPA and 2 years experience  Is preferential hiring and promotion a good idea? © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Organizations  What © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. A physical or mental impairment that substantially limits one or more major life activities  A record of such impairment, or  Being regarded as having such an impairment  Making © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved. must make reasonable accommodation for the physically or mentally disabled, unless to do so would impose an undue hardship experiences have you had with disabled coworkers? facilities accessible jobs  Reassignment to a vacant position  Modifying work schedules  Acquisition or modification of equipment or devices  Providing readers or interpreters  Changing examinations, training materials, or policies  restructuring  Employer’s judgment job description  Amount of time spent performing the function  Consequence of not requiring the incumbent to perform the function  Work experience of past job incumbents  Prehire © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Written medical exams and inquiries are prohibited  Applicants may be asked if they are able to perform essential job related functions  Medical exams occur after a conditional offer of employment  Act does not require an organization to hire the disabled  Act does not require an organization to give preference to the disabled  Act requires that the disabled be given an equal opportunity, and if the best qualified, to be given the job © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.  Drug testing and locker searches  Psychological tests  Electronic surveillance  Office © 2017 Cengage Learning. All Rights Reserved. Answer to © 2017 Cengage Learning. All Rights Reserved. Question Answer 1 Yes, they can do that. A company must have 50 or more employees for FMLA to take effect. 2 No. The scaring is covered under the ADA definition of “considered to be disabled.” 3 No. Because it is done equally to men and women it would be annoying, but not illegal. 4 Yes, this is hostile environment sexual harassment. The behavior is related to sex, a pattern, and unwanted. 5 No, you can’t file a complaint. Although being Italian is covered by national origin, the 9-month period exceeds the 180 day time limit. Answer to © 2017 Cengage Learning. All Rights Reserved.  Do you think the legal reasons for these workplace practices outweigh the ethical responsibilities of organizations?  Are companies being unfair, and therefore, unethical by engaging in such activities?  What are the ethical responsibilities to employees from companies who chose to use such practices?  What are some other ethical dilemmas that you think could arise from such practices?  Conduct an Internet search on the Genetic Information Nondiscrimination Act. Do you think that act is fair to employers and employees? Why or why not? © 2017 Cengage Learning. All Rights Reserved. © 2017 Cengage Learning. All Rights Reserved.
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