The Organizational Development Practices Research Paper

The Organizational Development Practices - Research Paper Example The purpose of this paper to analyze the organizational development (OD) practices that can be implemented in Company A in order to turn the corporation around and help the company to begin earning profits again. Company A is a conglomerate multinational corporation in the retail industry that has been operating in the marketplace for over 50 years. The company prides itself in being a store that offers quality merchandise at reasonable prices that provide value to the customer base. The company has grown a lot during the last decade and has achieved international penetration in many locations including Hong Kong, London, and Paris among other prestigious locations. By choosing spots of high consumer traffic the firm’s sales have been very good during the last couple of years. The firm employees over 20,000 direct workers worldwide. The company’s rapid expansion created a series of new issues and problems that must be attended in order to ensure the company continues to run a profitable operation for many years to come. The mission of the company is to provide its customer a great shopping experience in which they're able to select from a large variety of consumer goods at a price point that will attract interest from the customers while at the same time allowing the company to meet its sales quotas and revenue expectation and reaching their annual projected goals. Company A operates under a bureaucratic system due to a centralized decision making philosophy. The corporate headquarter of the company located in Los Angeles California is responsible for all strategic decisions the company implements. It also controls the internal functionality of the firm subsidiaries which results in the creation of a business entity that is slow to react to market changes. The corporate offices also have control over the internal human resources practices of all the independent firms.

Molecules Shine Individually on Camera Essay Example for Free

Molecules Shine Individually on Camera Essay In a science news article by the Department of Energy, Pacific Northwest National Laboratory, an innovative discovery on a certain combination of technique for studying individual molecules undergoing reactions was presented. The article entitled â€Å"Electron Give-and-take Lets Molecules Shine Individually on Camera† was actually adopted from an article in the journal Chemical Communications by Chenghong Lei and Dehong Hu. The original title of the journal article was â€Å"Single-molecule Fluorescence Spectroelectrochemistry of Cresyl Violet. † Basically, the article reports a new technique of studying the electron transfer reactions of molecules. Through the use of the new combination of techniques, scientists have found a way of viewing individual molecules as the reaction proceeds which was traditionally impossible. Due to this breakthrough, scientists can now conduct further research to modify and even create proteins that possesses maximum reaction rates which could generate more energy than their counterparts (DOE 2008). Electron transfer reactions are crucial in the life-giving processes that occur in plants and animals. They are responsible in generating energy as well as sustaining the life of an organism such as in photosynthesis. To understand how such electron transfer reactions occur, it is possible that chemists and engineers can find ways on how to recreate such maximal energy generation which is typical of nature’s electron transfer reactions (DOE 2008). In light of these efforts, there have been several techniques of observing the mechanisms behind the reactions of biomolecules. One of these techniques is fluorescence spectroelectrochemistry. However, although fluorescence has been of great help in the field of chemistry, like other traditional techniques it only allows for the observation and analysis of bulk molecules. Therefore, in search for a method of analyzing individual molecules, scientists at the Pacific Northwest National Library have devised an instrument wherein the power of creating electric fields to initiate reactions and that of focusing into a single molecule was developed (DOE 2008). This was successfully done by combining fluorescence spectroelectrochemistry with that of single-molecule fluorescence microscope. Using the new instrument, scientists then studied electron transfer reactions in individual cases. They have found that although majority of the molecules undergo electron transfer reactions, there are some individual molecules that contradict the way other molecules behave. Upon fluorescence using cresyl violet dye, some molecules that should have been lit were not while upon removing the electric current, some molecules continued to give of fluorescence where they should have blinked off (DOE 2008). Such discovery thus account for the sub maximum energy generation of some reactions that occur. Using the same instrument, scientists can now find out why these particular molecules behave in such a way. To control the reactions could then be a great advantage for many of our chemists (DOE). Further studies are now being conducted to achieve this goal. The fusion of two important instruments used in chemistry and microbiology was actually a novel contribution to both fields. Essentially, fluorescence spectroelectrochemistry is a technique used by chemists to manipulate reactions in their study of the mechanisms molecules follow whereas single-molecule fluorescence microscopy is employed in microbiology for the study of fluorescent microorganisms. By combining the two techniques, new research ventures can now be accomplished both in the fields of chemistry and microbiology. Furthermore, the innovative instrument has somehow created a bridge between the two fields of science, one of which is primarily concerned with the minute elements of the abiotic world while the other is concerned with the minute elements of the biotic world. The information about the new combination of instrument is quite useful. Having learned of this new apparatus, it is then possible that future endeavors that might be undertaken by the readers employ the use of the device. Furthermore, the data obtained from the electron transfer reactions up close is an excellent explanation of why molecules generate as much energy only as they are able to. The plan of scientists to expand the study is also very interesting since it will clarify why molecules behave the way they do. The reader could say that the information is convincing as well as organized. Although there are no detailed descriptions of the results of the study, the presentation of the valuable outcomes is meaningful and reliable. This is due to the fact that the article is an adaptation of a reliable journal article. However, it would have been more engaging if the scientists include some data tables, graphs or pictures on the behavior of the individual molecules that were studied instead of generalizing the data presentation. The article is highly recommended to people in the field of biofuels research. As has been mentioned in the article, if engineers will find out how to control the behavior of molecules during electron transfer reactions, they may increase the energy generated by biofuels by utilizing the maximum limit of each individual molecule (DOE 2008). By doing so, engineers will obtain a large amount of energy with the least raw product input increasing efficiency and production as well as lowering costs and expenses. References DOE/Pacific Northwest National Laboratory. (2008, September 24). Electron Give-and-take Lets Molecules Shine Individually on Camera. ScienceDaily. Retrieved September 27, 2008, from http//www. sciencedaily. com/releases/2008/09/080925094. htm.

Recruitment And Selection From The Exchange Perspective

Recruitment And Selection From The Exchange Perspective Subsequent to the recruitment of a pool of applicants, organisations need to decide on which applicants to employ. Many organisations are realising the important contribution, effective selection practice can make, and in light of this, are utilising an assortment of methods to improve the successfulness of the entire recruitment and selection process. Validity and reliability are two important aspects that are considered fundamental when assessing the robustness of selection tools, particularly when viewed from the traditional psychometric perspective (Searle, 2003). All selection methods and tools are developed to measure and assess candidates appropriateness for the specified job role. The performance results of the candidate, are frequently used to make the decision, therefore it is imperative that these results are reliable and accurate. Validity concerns the appropriateness of what is being measured, whilst reliability focuses on its accuracy (Searle, 2003). Validity is generally identified in four ways including face, content, construct and criterion related validity. The form of the selection test is what concerns face validity. For example, a test of verbal comprehension that contains only mathematical equations would measure what it sets out to (Searle, 2003). However, there is disagreement as to how far this can be considered a type of validity. Vernon and Parry (1949) found in their well-known research of US army cook selection, that even though the high face validity of the test used which included recipes and method information, what was actually being measured was reading abilities and not cooking skills (Searle, 2003). For test-takers, face validity is imperative as they have made an effort in applying and trying to get the job role, therefore want to believe they have been assessed for something appropriate for the job they have applied for. A potential dilemma with this method lies with the fact that some test-takers may, bas ed on the appearance of the test, perceive their own idea of what is actually being assessed, and may in response distort themselves consequently. Content validity relates to the adequacy of coverage of a conceptual domain (Searle, 2003). It is frequently found in ability tests whereby a test-taker is asked to demonstrate their ability in a specific subject. Other than face validity, it is the only form of validity based on logical rather than statistical information (Searle, 2003). The fundamental concern is the sufficient coverage of the domain. As a result, this form of assessment is often constructed by a panel of experts to ensure sufficient breadth of coverage (Searle, 2003), which can result in two potential problems including content under-representation and construct-irrelevant variance. Cronbach and Meehl (1955) first established the concept of construct validity, when they suggested that underlying each test is a construct that is being assessed (Searle, 2003). Construct validation assumes that anything can be defined and measured. We cannot read someones intelligence metre, therefore a hypothetical construct defining what intelligence is has first to be created in order to measure it (Searle, 2003). There has been criticism of this as a basis for measurement within the human sciences. Stevens (1946) argued that the null hypothesis is hardly ever taken into account; kilne (1998) also critiques this measurement issue. A key concern of test-developers is to show the relationships between their instrument and other established tests which are assessing a similar domain. Criterion-related validity is the final form and is associated with what is being measured to an external criterion (Searle, 2003). It focuses on external measures, such as job success, establishing the relationship between the predictors (results from the selection methods used) and the criterion (performance on the job). The significant issue concerned with this form of validity is the adequacy of the identification and assessment of the external standard (Searle, 2003). Frequently the external measure is chosen for its convenience instead of its relation to the dimension to be assessed (Murphy, 2000) resulting in a possible difficulty. Criterion validity can be assessed in two distinct ways: Predictively or concurrently. The pure method (Bach, 2005) of establishing this relationship is to measure applicants during selection and based of methods used, predict future performance; predictive validity. Applicants are NOT CHOSEN on this basis, but either all or a cross-section (both good and bad predicted applicants) of applicants are taken on. After period on the job, performance is measured and correlation established between the selection method prediction and the job performance criterion measure. The AIM here is to avoid false negatives and positives (Bach, 2005). Practical difficulties with this process of validating selection methods arise, such as need to get results from fairly large number of individuals. A more obvious problem however, is the reluctance of decision makers to agree to employ individuals who are predicted to be poor performers. The CONCURRENT METHOD of validation is sometimes used to avoid this difficulty. The assumption is that existing employees demonstrate variable job performance. If a new selection method can discriminate between good or poor performers, then should be able to in same way between applicants. PROBLEMS motivation of current employees different to candidates, this may affect scores. Candidates likely to try harder. Current employees a restricted sample as have previously been selected by some method, so may on average be better than average candidate. Does not prove that the differences in team skills, as measured by the group exercise, were evident prior to employment. (might be that they werent learnt by employees as by-product of their work). When establishing the value of a test, the development of validity is central as it provides an indication of the strength of the relationship connecting the tool and a criterion (Searle, 2003). New statistical processes such as meta-analysis, (validity generalisation) pioneered by Schmidt and Hunter (1996, 1998, 1999), have revolutionised selection testing. They argued that although validity does differ by way of context and role, it is nonetheless moderately stable. Centred around this claim, selection tools could be moved across a variety of circumstances and roles and still maintain their extrapolative validity. The possibility of these tools being used rather than developing expensive bespoke instruments brought about the potential for huge savings for organisations. However, validity generalisation theory is not without its critics, and there are many underlying problems of this approach (Searle, 2003). Meta analysis is based on the collection and re-analysis of comparable stud ies of tools, such as the situational interview. The current application of meta-analysis studies, remove the possibilities for us to understand why situational differences emerge. They prevent us from identifying what makes a situation unique. Organisations currently operate in turbulent global environments, and evidence suggests that there are important relationships amongst task type, technology and the external environment that meta-analysis studies do not assist us in exploring. As a result of the meta-analysis dominance, selection designs cannot be improved to help organisations in these contexts. A test might produce a measure that is valid for one person, but the results may not be reproducible for another. This brings into question the issue of reliability. Reliability concerns the accuracy and consistency of a method (Bach, 2005). Increasingly, reliability is an issue which is becoming a legal requirement for selection tests yet, according to Bach, (2005) very few organisations systematically assess the reliability and validity of the selection methods they use. When psychometric tests are used, for example, there is a tendency to rely on the evidence presented in the test manual on reliability and validity based on meta-analysis research (Bach, 2005). Establishing the reliability of a selection tool involves three main elements: stability, consistency and equivalence of the results (Searle, 2003). Hermelin and Robertson, (2001) divided different selection methods into three categories (high, medium, low validity). High methods included structured interviews and cognitive ability tests. Medium included biographical data and unstructured interviews and integrity tests. Low included personality scales measuring the big five. Unfortunately evidence suggests that those methods with highest validity are not always the most popular. Rather most orgs rely on classic trio of short-listing, interviewing and references (Cook, 2003; Millmore 2003). Selection Methods Research into these initial selection stages is unbalanced, with far more work looking at the organisation-led application process, (in particular the role of biographical data) rather than the impact of applicants CV. (ALL SEARLE, 2003). The selection process typically begins with the candidate formally demonstrating their interest in the open job role. This is normally made by putting forward their CV or by completing an application form (Searle, 2003). This is commonly the first initial contact between potential employer and candidate, and as most applicants are selected out of the process at this stage, this implies that the CV, or resume, is a primary tool for the applicant in the selection process. Resumes also play an imperative role in the two-way selection process. For candidates, they represent an imperative chance to market themselves positively, and make an impression on the reader with their skills, knowledge and abilities (Searle, 2003). For the employer, they are the foundation on which short-listing decisions are made. The use of competency statements however, can potentially make a false impression. Bright and Hutton (2000) highlight that such statements are problematic to verify in a similar way that qualifications can be. Given its apparent significance however, the research regarding the validity and reliability of resumes to the selection process is modest. To congregate information in a standardised way, organisations may prefer applicants to complete a specific application form. Shackleton and Newell (1991) in their study, found that 93 percent of organisations in the UK used application forms. Now that technology has significantly advanced, many organisations in the UK, in particular those dealing with high volumes of applicants will use online application forms. In addition to gathering personal information they also make available information about candidates experiences. Within this area of selection practice is ahead of research, so although claims are made about the increased access to jobs, the new internet medium may-be overrated (Searle, 2003). However it does enable a more cost-effective short-listing process, (Polyhart et al 2003) but how far this is free from discrimination remains to be seen. Interviews Interviews are one of the oldest, yet most popular tools used in selection. Virtually all employers use interviews for all categories of staff (Bach, 2005). Interviews enable several important assessments to be made, and evidence by Robertson and Smith (2001) indicates that they have high predictive validity regarding future job and training performance. They offer an opportunity for a direct experience of a candidates behaviour coupled with the potential to ask more probing questions regarding underlying cognitive, motivational and emotional issues. Employers are however more aware of their limitations and being more careful by using variety of complementary selection techniques for some groups including graduates. There are two central theoretical perspectives that are taken regarding an interview: the objectivist psychometric perspective and the subjectivist social-interactionist perspective. The objective psychometric perspective places the interview at one extreme. It considers the interview an objective and accurate means of assessing an applicants suitability for a job. From this perspective, the process places the interviewee as a passive participant who provides relevant information about their experiences and capabilities. Thus this perspective reduces the interview to a verbally administered psychometric test which concerns of structure, reliability and validity predominating. First the interviewer is regarded as a rational decision-maker, who is capable of collecting in an impartial manner information on a number of relevant selection criteria. Implicit in such a process is the interviewers ability to obtain relevant data accurately. Second, it is assumed that they have the skills to be able to accurately interpret the information, relate it impartially to the criteria and assess the candidates suitability based on the sample of behaviour provided. This perspective tends to dominate in the field. Much of the research has examined how the validity and reliability of the process can be maintained. Inevitably the focus rests on the interviewer as a potential corrupter of an otherwise objective tool. The interviewers role in producing and perpetuating bias has been the main area of interest, and there has been limited effort until recently into questioning the candidates motivation to present the correct information, or in contaminating the interview. The alternative perspective, places the interview at the other extreme. It considers the process to be a social interaction in which a subjective, socially balanced negotiation occurs. In this perspective, a far more evenly balanced dynamic emerges between each party, both having the same power in the situation. The parties are considered to become participant observers in the process. The interview thus emerges as a complex and unique event. In the selection context, those involved are engaged in creating a variable psychological contract regarding their mutual expectations of future working relationships. The importance of the psychological contract at the onset and its maintenance throughout the employment relationship cannot be overstated (Rousseau, 2001). Herriot (1987) argued that this interactive and social perspective is important because it places the applicant as a far more active player in the negotiation process. This concept is particularly valid in a job market in which the applicants skills and experience are in short supply, or important to the organisation. Under these conditions, the applicant plays a key role in dictating the terms and conditions under which they will be employed. From this perspective, each interview is potentially unique because of the players involved, with the parties creating a particular process that emerges from their current context. The key research issues of this perspective are concerned with the type of psychological contract reached, bias and fairness. Like the objectivist perspective, this approach is also concerned with the future, but not regarding job performance, instead a focus might explore what happens if the contract being negotiated is violated. Structure The single issue that has received most attention in research on the interview is the amount of structure in an interview, ranging from unstructured to structured. Traditionally interviews classed as unstructured, generally consisted of a discussion between the applicant and recruiter with no pre-set topics. An early study by Kelly and Fiske, (1951) highlighted negative evidence suggesting there is little consistency or reliability in unstructured interviews. According to Bach, (2005) UNSTRUCTURED INTERVIEWS are bad predictors because the information which is extracted is different for each individual and differs between interviewers and so comparisons between candidates cannot be made reliably. With different questions being asked of each candidate is almost inevitable that subjective biases makes the interview both unreliable and invalid. However, this form of interviewing provides, at its best, a surrogate measurement of the candidates social skills (Searle, 2003). The term struct ured interview can cover a wide range of processes. According to the objectivist perspective, the structured interview process focuses on the interviewer asking a pre-set sequence of questions aimed at eliciting information relating to pre-determined criteria. The purpose of the structure is to close the process to any extraneous influences, so that even when different interviewers are involved, the same data are being gathered, thereby providing a means of comparing the candidates. As a result, the process of delivering the questions is standardised. Research has shown, that increasing the structure of the interview significantly increases predictive validity and that organisations are responding by using more structured interview approaches (Taylor et al 2002). The subjectivist perspective however, instead regards the interview as a two-way process in which the actions of each party inform and shape the actions of the other. From this perspective, attention shifts towards understa nding the very process of the interview, which emerges as an ongoing exchange, informed and transformed by those involved. Typically the interview is the first time the interviewer meets with the applicant. The recruiters are presenting an image of the organisation in terms of its standards, values, expectations, ambitions and goals. The interview is therefore a public information exercise providing candidates with valuable data that will assist them in deciding whether to accept the job or not if offered it. While structured interviews can certainly be beneficial their usefulness will depend on the specific context. Where jobs are highly prescribed and knowledge about how work needs to be carried out, clarity about what constitutes good performance then structured interviews are better because prediction is possible and they are better predictors. HOWEVER when an organisation is competing in a turbulent environment and there is uncertainty about what is required of individuals a less structured approach may be more appropriate. OVERSTRUCTURING can be a problem, for EXAMPLE in an unstructured interview, the interviewer can provide more realistic information about the job, with the candidate able to ask questions which relate to his or her personal needs, values, interests, goals and abilities. Through this process, applicant and interviewer can negotiate a mutually agreeable psychological contract (CIPD, 2009). ALSO the unstructured interview can operate as preliminary socialisation tacti c with the applicant learning about the culture and values of the organisation (Dipboye 1997). Psychometric testing At the heart of psychometrics lies the assumption that people differ from one another, for instance in terms of friendliness, determination and ability to use mathematical concepts, and that these differences can be measured. It is assumed when measuring these different aspects, they relate to actual behaviour that is, they relate to an external event (a behaviour) to an internal cause (a trait). Psychometrics tests aim to qualify three key aspects of individual differences; ability, personality and related work, and suggest a relationship between these two and motivation. Essentially two types can be distinguished: COGNITIVE/ABILITY TESTS or PERSONALITY TESTS. COGNITIVE: assessment of individuals intellectual abilities either in terms of general intelligence or specific abilities. PERSONALITY: assessment of an individuals general disposition to behave in a certain way in certain situations (Bach, 2005). Cognitive tests The seminal piece of work on the use of cognitive tests in selection was undertaken by Hunter and Schmidt (1990) using meta-analysis, the researchers were able to demonstrate that although the many studies on the predictive validity of test appeared to be inconsistent, when adjustments were made for various factors, results were in fact consistent and proved that cognitive tests were valid predictors in a wide range of job situations. Such tests are simple to administer and score, albeit the person using such test needs to be properly trained. For most jobs the range of intelligence of those applying for the job is likely to be very restricted (rare to have a person with IQ 140 applying for caretaker job). The consequence of this is that a measure of cognitive ability may not differentiate much between the various candidates. Secondly, cognitive tests can be biased against certain groups. Eg it is well documented that black Americans tend to score lower than whites on tests of cognit ive ability, and women tend to score higher than men on verbal ability. This raises SOCIAL AND ETHICAL issues which need to be considered when selecting particular tests. Personality measures In most UK selection situations personality measures are of self report type. There is considerably more controversy over use of personality measures than cognitive tests. Some argue they are totally useless (Blinkhorn and Johnson 1990). Research has shown that personality measurement can be useful but only when specific personality constructs are linked to specific job competencies (tett et al, 1991; Robertson and Kinder 1993). Much of this work based on BIG FIVE Extroversion Neuroticism Conscientiousness Agreeableness Openness One problem with research on personality measurement has been that very different systems of personality description have been used, making it difficult to compare results. Now there is growing consensus around five-factor model of broad traits (Goldberg, 1993) and use of Costa and McCraes 1992 personality inventory which measures these five factors. Researchers have also explored the reasons for the links between personality traits and job performance. eg openness to experience appears to be related to training success (Cooper and Robertson, 1995). However, it is unlikely personality tests alone will be good predictors of future job behaviour BECAUSE job situations often present strong situational pressures which mean that differences between individuals behaviour are minimized. ALSO because it is highly unlikely that the same job can be done in very different but equally successful, ways by individuals with different personalities. This doesnt mean that personality measures have no place in selection process, but raises question of how such measures are best used within this context. Defining a personality profile and dismissing candidates who do not fit this profile is not good practice. HOWEVER obtaining measures of personality and using these as the basis of discussion during an interview can be helpful. Occupational testing occupational tests are measurement tools in world of work. The involve looking at a standard sample of behaviour that can be expressed as either a numerical scale or a category system (Cronbach, 1984). Test items are chosen specifically for their relevance to the domain of interest; for example percentage computation or word recognition. There is also an effort to standardise the delivery of the tools, ensuring that candidates have the same test experience so the only variable is their mental process. Tests used in an occupational context can be divided into two distinct groups: typical and maximal. These are based on the type of behaviour they are designed to measure. Typical behaviour tests the purpose of typical behaviour tests is to identify the direction of a persons interests and suggest types of jobs associated with these areas. Personality and interest-assessment tests used in career guidance are examples of typical behaviour instruments. However, it should be noted that they do not measure the level of skill that might be associated with this vocational choice. Maximal performance these tests are designed to assess maximal behaviour. They aim to find out what is the best the test-taker can do (Kline, 1998). Nonetheless, it has been argued that it is naive to make such a simplistic distinction between maximal and typical performance, as it artificially separates the measurement of affect and intellect and their combined relationship to performance (Goff and Ackerman, 1992). Measures concerned with maximal performance can be subdivided into three distinct types: attainment, aptitude and general intelligence. Psychological tests play an important role in selection practice. They offer organisations a means of discriminating between large numbers of applicants in a rapid and often cost effective manner. Moreover, their power in predicting successful subsequent job performance is amongst the highest of any selection tool (Robertson and Smith, 2001). Through the growth of instruments such as organisational-fit questionnaires, different attitudinal and trait assessment measures and novel ability tools, the range of psychometric tools available to organisations in increasing. Although there is an increasing use of psychometric tools in HR selection and recruitment decision making, the method is contentious. Ethnic group differences in intelligence test results reflect the ethnic divide that exists in the distribution of rewards and sanctions in our wider society (Gordon, 1997). Some argue that high intelligence quotient (IQ) scores are not important; rather, what is significant is the identification and means of assessing specific cognitive skills that are linked to job performance (Hunt, 1999). This latter group of more focused cognitive assessment tools can have a significant impact in organisations, revealing how close an applicant is to the requisite skills level estimating how much training an applicant needs to reach an acceptable standard. Psychometric tests will always be open to abuse as they offer a potential means of legitimising discrimination by those in power and authority. Underlying issues of test production and assumptions that underpin psychometrics reveal how social values and prejudice can have an impact on the development, application, analysis and interpretation of results. Whilst some may feel comfortable to reduce the value of human beings to an empirical value, there are others who see humans in terms of their potential, regardless of the social context they find themselves in. A critical issue underlying any test is the definition of the domain. Often tests are devised on an atheoretical basis, or they use the same term to mean different things. It is important that test-users require adequate conceptual rationale for a test. Concept validity is key here; nevertheless, it is often weakly developed or ignored. Without attention to this core issue, psychometrics will fail to offer any meaningful assessment and instead intelligence will be what intelligence tests measure, not what intelligence actually is. Assessment centres (Bach, 2005). Not a single selection method nor a place. Refers to utilisation of a number of different selection methods over a specified period in order for multiple assessors to assess many candidates on a range of identified competencies or behavioural dimensions. Core element is the simulation of actual work tasks in order to observe job-related behaviours (Cooper and Robertson 1995). Managerial jobs: in-tray exercises group decision making exercises = common. Intray: provides candidate with a range of correspondence (memos, letter, reports) and he/she required to make decisions in order to prioritise/deal with various problems in the material under tight schedule. Used to assess individuals planning/problem solving abilities. Group decision making exercise: small groups discuss particular problem, come to consensus/solve problem. Problem solving abilities may be assessed, but also interpersonal and leadership skills. Increasing evidence of their limitations. Jones et al (1991) concluded despite the validity of different components of an AC, overall AC validity was surprisingly low. KEY PROBLEM appears to be that managers, acting as assessors, are not able to accurately assess cross-situational abilities from the different exercises. So while managers are required to rate candidates on diff. Competencies for each exercise, these ratings appear to be defined by overall task performance of the candidate on the particular exercise, rather than specific behaviours demonstrated in activity (Iles, 1992). No. Of studies have demonstrated low correlation between the overall assessment ratings and the variety of the criterion measures of on-the-job performance (Payne et al 1992). Despite negative evidence, two important points to be made: Designing and developing an AC has potential to improve the validty of selection, but simply putting together series of exercises and running them over two days using group of untrained assessors does not guarantee that decisions will be improved. EXAMPLE: gaugler et al 1987 validity of ACs improved when larger no. Of exercises used, and psychologists instead of managers acted as assessors. When peer evaluation included as part of assessment process and when group of assessors cantained larger proportion of women. Many probs identified with ACs need to be looked at from broader perspective than simply criterion-related validity. KEY BENEFIT of using AC is it gives potential to recruit an extended opportunity to find out more about the org. In particular many of the activities are simulations of the kind of work involved. MUTUALLY BENEFICIAL negotiation can take place if both parties know more about each other. THIS REQUIRES adoption of EXCHANGE rather than psychometric view of recruitment and selection process. Recruitment and selection: Limitations of the psychometric approach As noted earlier, adopting a more systematic approach to recruitment and selection to reduce bias and errors is useful. Yet ironically, it could be argued that globalisation and organisational requirements of flexibility, innovation and commitment make the best practices somewhat problematic and suggest a need for an entirely new perspective on RS. FIRST considering degree of change, orgs now require generalists rather than specialists to take on variety of different roles which require range of skills/competencies. Even when individual recruited for specific position, highly likely job role will change. Therefore, best practice prescription of doing a thorough job analysis to identify the task and the person requirements of the particular job may be difficult or inappropriate. There is not a fixed jigsaw hole to fill. SECONDLY alongside flexibility is need for innovation. Identifying opportunities for change and designing creative solutions is crucial for the survival of many orgs. It is about encouraging people to think differently. Following best practice guidelines leads to selection on basis of whether candidates can do particular jobs efficiently and whether they fit org culture. Rather than encourage innovation, traditional selection approaches may stifle creativity. THIRDLY, orgs operating on global rather than national level. Considering array of cross-national differences it is unlikely that orgs will be effective if they simply try to replicate their home-base operation abroad (Bartlett and Ghoshal 1989). To manage this diversity requires RS of people from different backgrounds with different experiences at all org levels. HOWEVER job analysis is backward looking. EXAMPLE if current job holders are all of same race/nationality, this may mean individuals from different backgrounds will be excluded because they do not fit the existing profile of a competent employee. ALSO during selection, different background candidates may respond differently so that they are at a disadvantage, again reducing their chances of being selected (SHack

Educational Psychology :: essays research papers fc

Educational Psychology ? Mr. ? Psychology 16 Oct. 1996 The field of psychology that deals with the ability to solve educational problems and to improve educational situations is the field of educational psychology. Educational psychology is sometimes referred to as an applied field, meaning, one in which the objective is to solve immediate practical problems (James 29). The beginnings of educational psychology were initiated by Aristotle in his formulation of the laws of association. These laws: similarity, contrast, and contiguity, supplemented by frequency, are the beginnings to an experimental science (Piaget 9). As the science began to develop, the educational psychologists did little more than administer mental tests, which started with the Stanford-Binet test (IQ test). Today, the science has been expanded to include counseling students, teachers, administrators, and parents, in an effort to help make the school environment one which is most effective in promoting learning. As an example, if a student in school commits a disciplinary action, instead of being indiscriminately punished, that student would be sent to see the school psychologist to find out the causes of the students misbehavior and deal with them accordingly (Frandsen 92). Though studies of educational surveys, there were nine major factors that increased learning. These nine factors can be placed into three groups: student aptitude, instruction, and psychological environments. Student aptitude includes (1) ability or prior achievement as measured by score on educational test; (2) development as indexed by chronological age or stage of maturation; and (3) motivation or self-concept as shown by personality tests and students' perseverance on learning tasks. Instruction can be thought of as (4) the amount of time students engage in learning and (5) the quality of the instructional experience. Psychological environments include: (6) the "curriculum of the home," (7) the morale of the classroom social group, (8) the peer group outside school, and (9) the amount of leisure-time television viewing. These are the factors that influence academic achievement and behavioral learning (A.A.E. 66). Educational psychology does not only hold true for humans, but also for animals. Ivan Pavlov displayed the principle of association by applying it to the salivary reflex. He trained his dogs to salivate at the sound of a bell alone if previously they had so responded to meat and the bell together. In another case, B. F. Skinner trained pigeons to play a form of table tennis by rewarding the birds with food pellets each time they hit a ball into a designated trough (James 66). This area of psychology is used today to teach specific subjects such as foreign languages, arithmetic and mathematics, reading, writing, spelling, and the sciences. However, teaching of these subject requires a person that

An Overview of Capital Punishment Essay -- Capital Punishment Death Pe

â€Å"The question with which we must deal is not whether a substantial proportion of American citizens would today, if polled, opine that capital punishment is barbarously cruel, but whether they would find it to be so in light of all information presently available.†- Justice Thurgood Marshall Imagine a man who commits murder once, is given a fifteen-year jail sentence and is returned to the streets where he kills again. He is imprisoned again only to be released. This could happen since almost one in ten death row inmates has been convicted of murder at least once. That means that some death row inmates have been given more than one chance to rehabilitate in prison and continue to commit violent crimes. Should the United States justice system continue to let violent criminals back on the streets where they are likely to commit murder again? Capital punishment is one of the oldest forms of punishment in the world. Most societies have considered it a fair punishment for severe crimes. It is even mentioned as an appropriate punishment in the Bible. American colonists used capital punishment before the United States was a country, and most states use it today. Currently, however, there is a great deal of controversy surrounding the death penalty. Capital cases are long and expensive, and there is no proof as to whether capital punishment deters crime. For these reasons total abolition may be the best way to resolve the capital punishment controversy. If the laws concerning capital punishment were modified, however, capital punishment could become much cheaper, and possibly a lot more effective. – Steve Brinker Capital Punishment: Give It A Chance Since the beginning of man, people have been put to death. Capital punishment has been used all over the world as a means of punishing people for their crimes. Here in America, people are usually given a trial for their crime, judged upon by the jury and judge, and then finally decided upon their final verdict. If the crime is serious enough, the person is sent to spend time on death row in a maximum-security prison. The judge then sets a date when the person is to be executed. The person has an opportunity to appeal, which must be granted by the governor in the state in which the person is imprisoned. If the pers... ...al punishment has been an instrument of government authority since it was first written into Hammurabi’s Code nearly four thousand years ago, if not before. In today’s modern, more â€Å"enlightened† times, many find the practice barbaric, and object on principle. Others believe the practice is sometimes justified, but object on grounds of iniquities in its application. Still others believe capital punishment lacks â€Å"teeth†, and would be a more effective deterrent to crime if used less sparingly, and with less of the Byzantine judicial process currently required. Recent reforms here in Florida reflect the latter view. In an effort to reduce the time actually spent on Death Row by the condemned, the State of Florida is altering its law to require that all appeals be complete within five years of sentencing in the absence of new evidence, and must be submitted simultaneously, not sequentially. At the same time, other states, such as Illinois, have imposed a moratorium on executions. It is an issue few are in total agreement about. Most Americans, however, agree that in the most heinous, horrific cases, the condemned has earned his fate.

The Russian Revolution :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Revolution is a change, change can be a good thing, like the bell-bottom revolution. Or it can be a bad thing like the Russian Revolution. In the early 1900’s the revolution in Russia broke out, at this time Czar Nicholas was ruling a monarchy government. Some say Russia’s Revolution was to be blamed because of the Czar’s bad decision making and his oblivion to what was going on in his country. The political, economic, and social effects from this revolution was horrific.   Ã‚  Ã‚  Ã‚  Ã‚  In Russia the wealthy lived rich and famous while the poor were starving unnoticed. There was such tremendous poverty, and the cops just wouldn’t grow, people started rebelling. The wanted more, they needed more. The Czar did nothing about their needs because he didn’t know how bad things were. From his lifestyle he thought life was well. Eventually people had enough they were ready to turn on their leader.   Ã‚  Ã‚  Ã‚  Ã‚   Once the soldiers, who were fighting in WWI turned on the Czar everything went downhill. There was no one there to stop the people from rioting. Instead of the soldiers stopping them they joined them. The soldiers turned on the Czar because they were starving and dieing†¦ they only had three bullets a day at war. Everyone hated the Czar except for a small class of wealthy people. The monarch government just wasn’t cutting it anymore. People wanted to be heard, they wanted rights.   Ã‚  Ã‚  Ã‚  Ã‚  Eventually things got so bad that the Czar abdicated for his son and himself. This took everyone by surprise and the communist government stepped in through the confusion and took over. People didn’t mind this because they promised everyone would be equal and they said they would deliver peace and food. The only people who objected to this was the rich class because they didn’t want to be equal, they liked having more then everyone else.   Ã‚  Ã‚  Ã‚  Ã‚  I believe the Russian Revolution could of definitely of been avoided.

How Slippery is the Slope? Essay

How Slippery is the Slope? â€Å"There is no ‘slippery slope’ toward loss of liberties, only a long staircase where each step downward must first be tolerated by the American people and their leaders.† Alan K. Simpson. The essay, Chapter 6: The Slippery Slope, is a break down on how ineffective and illogical the slippery slope fallacy is in an argument against gay marriage. Initially it presents the counter which is the slippery slope essay, and then it breaks it down by four categories being; (1) slipping to absurdity, (2) slipping the other way, (3) slippery slopes in general, (4) concept of choice. Within this essay it undoubtedly does a good job of disproving this counter argument through the authors ability to use pathos, logos, and ethos in a coherent and commendable way. The first category discusses how absurd it is to assume that if gay marriage was legalized then eventually polygamy, incestuous, and even pedophiliac marriages would all have to be legalized. In the second category it is a reminder that the slopes can slip in more direction, so their theory could back fire and the slope could slip into more support for not only the LGBT community, but also for those who are mentally handicapped and those with sexually transmitted diseases. As the third category states slippery slopes in general are a bad idea and are illogical and the fourth category recognizes that states, â€Å"in addition to the aforementioned reasons, a distinction between gay marriages and polygamous and incestuous marriages can be made based on the concept of â€Å"choice.† This fallacy is extremely weak in any sort of intellectual debate because the tactic of it is to fly off into a many other situations that are, more often than not, ridiculous and do not usually relate specifically to the â€Å"top of the slope† issue, and this essay is a good argument showing the flaws in the slippery slope argument against legalizing gay marriage. Logos was a heavy factor in this argumentative essay. The author uses logos to debate the logic of the slippery slope argument, which in and of itself, is a very illogical argument tactic and the author knows that so it uses that as the main way to attack it. A prime example of this use of logos is  in the third category called slippery slopes in general and the author said, â€Å"It is disingenuous, and callous, to treat any potential change as part of some seamless process of an alleged disintegration of an institution.† That being said, that iss not the only example of the author using logos to argue the counter, there is a plethora of logos used throughout the essay such as this excerpt, â€Å"The very notion is manifestly ridiculous. Gay marriage is a legal and moral issue distinct from these others, and it as best disingenuous to argue that its legalization will force the government to recognize the sanctity of a human bond with an animal or a dead person.† In any debate or argument dealing with civil rights are very pathos-centric, because how can one not be emotional when dealing with the rights of human beings? It is incredibly important to appeal to those emotions which are very powerful tools in persuasion and can attract the proper audience and if the emotions are strong enough it can persuade the counter’s side too. â€Å"If you haven’t figured it out by now, slippery slopes don’t usually have much logical sway. Usually, they can be outright dismissed on their face,† using sentences like this and like this, â€Å"Marriage has evolved for the better many times over the years, and will likely evolve even further in years to come,† are great ways to add a bit of emotional impact on the audience. Also the other sources they use, such as the quote from Andrew Sullivan, help add more emotional impact because what the quotes says. Ethos is also an integral part of this essay, without credibility then the argument has no foundation and gives the audience no reason to believe in the author. The major way that the author uses ethos is through the style of their writing, it’s very academically put together and very formally, which not a lot of essays on this subject on the internet are. There is cited sources and very formal language used; you could even say that the authors use of more intellectual vocabulary might also be an additive to their credibility. The citations they use in this article really help with the authors credibility, because they are linked in so if anyone were to try and dispute what was said to be cited they could go directly to the source and that is massive credibility points. Inversely, the lack of too much ethos is also a major part of this essay. If it were to have too much emotional  continent not only would it seem less formal thus less credible, it would also turn off those w ho are apart of the counter to the gay rights movement by making them feel bad or making them angry because the authors use of emotional content. So in the end it appears as though the slope is not so slippery after all, the counter arguments author failed to recognize how this logical fallacy is almost laughed at when brought to a serious argument. It has no foothold, it basically only existing to exist and should not be taken seriously by anyone with half a brain. It is imperative to realize that opposition only uses this method in a last ditch effort to coax the deep end into believing their side over the other, but it’s also important that in any argument both side can, and may resort to using this argumentative tactic no matter how fallacious and ignorant it appears. The author made solid, valid, and most importantly, logical points to break down the other argument showing how ridiculous it really was to try and use the â€Å"slippery slope† style.