Lynn K. Bartels

Student Performance: Assessment Centers versus Traditional Classroom Evaluation Techniques.

Abstract Assessment center (AC) scores were compared with traditional large-class evaluation techniques (i.e., multiple-choice exams, group project grades, and discussion section scores), grade point average, and intelligence test scores. Undergraduate business students (n = 347) were videotaped during an AC session consisting of an in-basket, two leaderless group discussions, and a speech. Trained raters used behavioral checklists to evaluate performance. AC scores correlated moderately with traditional evaluation techniques, suggesting that ACs measure knowledge acquisition in addition to skills acquired but not captured by traditional techniques. Their use is thus consistent with the emphasis on skill-based learning.

First Impressions Versus Good Impressions: The Effect of Self-Regulation on Interview Evaluations

Abstract Self-regulation may interfere with the ability to fully use situational information to form impressions of others. The demands posed by self-regulation were studied in a job interview situation. In the context of a simulated job interview, participants in the high cognitive load condition (interviewers) were less able to correct their initial characterizations of a job applicant with situational information than participants in the low cognitive load condition (observers). Results are discussed in terms of the person-perception literature and how cognitive load effects could be minimized to increase the comprehensiveness of interviewer assessments.

Sexual Harassment Training: Person versus Machine

Computer-based training is rapidly being implemented in organizations. Many advantages of this approach have been suggested (e.g., self-paced instruction, uniform content, and long-run cost efficiency) along with several potential disadvantages (e.g., noncompletion rates, computer availability). Despite the purported advantages of computer-based training, little research has examined the effect of computer-based training on learning. This field study systematically compared computer-based sexual harassment training with traditional instructor-led training. Overall, the results suggested that having a training course on sexual harassment, regardless of method of training, increased learning among the university employees who participated in these sessions. Reactions to both types of training were positive.

Effects of Disaggregation on Managerial Assessment Center Validity

Assessment center validity data from a large, international petrochemical company were disaggregated by managerial level and business stream. As with previous research, the correlations were higher for the current job grade criterion than for performance ratings. Overall, disaggregating the data did not have the effect of increasing the assessment center—performance rating validities. However, when the validation data were disaggregated by business stream, there were differences in the pattern of the relationships between assessment factors and performance.

“But Everyone Else is Doing It:” A Social Norms Perspective on Classroom Incivility

Abstract Classroom incivility includes many student behaviors that detract from learning, such as texting, carrying on side conversations, leaving class early, etc. Uncivil behaviors distract faculty and students during class time and undermine the learning environment. This study examines classroom incivility from a social norms perspective. Social norms have been found to be powerful predictors of behavior in many contexts. In this study, we asked students to rate the frequency of classroom incivilities (descriptive norms) and the appropriateness of uncivil behaviors (injunctive norms) for themselves and for “most college students.” We found that social norms were strong predictors of classroom incivilities. The more that students believed that most college students engaged in classroom incivilities, the more the students engaged in these uncivil behaviors themselves. These findings suggest classroom interventions targeting social norms may be effective in reducing classroom incivilities. Future research should examine the influence of other norm comparison groups.

Fat Women Need Not Apply: Employment Weight Discrimination Against Women

With increased obesity rates in the United States, there are more overweight adults facing weight discrimination in employment. Studies show that overweight women are more likely to face employment and wage penalties than their overweight male or normal weight female counterparts. This chapter discusses legal protection against weight discrimination and attempts to understand the attitudes associated with weight discrimination. Unlike other forms of discrimination, weight discrimination may be considered acceptable or justified by some decision-makers. However, employers who discriminate against individuals who are overweight may be unnecessarily limiting their talent pool. This chapter includes employment strategies for employers and job candidates that may help reduce weight discrimination.