Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
ADDITIONAL QUESTION 2: WHAT IS AFFIRMATIVE ACTION? ARE
AFFIRMATIVE ACTION PLANS ETHICAL?
AFFIRMATIVE ACTION
An organization may implement an affirmative action plan if its gender or racial profile
does not reflect the gender or racial profile of people living in the geographical region
qualified to perform the job task.
Affirmative action plans remedy past discriminatory behaviors by actively
seeking, hiring, and promoting minority group members and women to equalize
opportunities previously limited to white males.
ETHICAL ISSUES
oAffirmative action plans remain controversial.
oSome people claim that affirmative action plans are an unconstitutional form of
fireverse discrimination,” where white males are discriminated against based solely on
their race and gender.
oOthers oppose affirmative action plans on the grounds that they are no longer
necessary because historical forms of racial and gender discrimination have been
eliminated, or remediation for discrimination can be addressed through the justice
system.
oSome employers try to avoid litigation by instituting a protected class quota system.
For instance, an organization may need ten African Americans to meet the
community’s racial profile because qualified African Americans are applying for job
openings elsewhere. But employing ten unqualified African Americans sets protected
class quota recipients up for failure, reinforces negative stereotyping, and damages
employee morale.
DISCUSSION ACTIVITY
Many affirmative action plans state that fiif all else is equal” among job candidates the company
should hire the most qualified woman or African-American.
Take a poll as to whether students believe affirmative action plans are ethical or unethical. Then
put students in groups with like-minded people. Have them develop a list of reasons that supports
their position and are critical of the other position. Prioritize these reasons. Then facilitate a
debate between the two opposing viewpoints.
ADDITIONAL QUESTION 3: WHAT LEGAL OBLIGATIONS DO JOB CANDIDATES
HAVE WITH THE ORGANIZATIONS INTERVIEWING THEM?
The legal system is equally demanding about the obligations job candidates owe the employer.
Job candidates are legally required to respond truthfully to all job-related questions on
application forms and submitted materials, such as resumes. Highlight this obligation by
inserting a sentence directly above the job candidate’s signature line stating that:
DISCUSSION ACTIVITY
As noted in Exhibit 3.3, many college students admit to having exaggerated or lied during the job
application process. Take a poll to determine whether any students in class have made similar
misrepresentations about – positive attributes (51%), work experience (38%), previous pay
(27%), list of awards or distinctions (8%). Have they ever worded these accomplishments on a
resume in a way that may mislead the reader?
1. What did they make the misrepresentation? Why?
2. Was the item a determining factor in obtaining the job?
3. How could they have obtained the job without the misinformation?
CHAPTER QUESTION 3: WHAT ARE SIX SOURCES OF BEHAVIOR INFORMATION
ABOUT A JOB CANDIDATE’S ETHICS? WHAT ARE THE STRENGTHS AND
WEAKNESSES OF EACH INFORMATION SOURCE?
STEP 3: Behavioral Information
Behavioral information about a job candidate’s ethics is more reliable than attitudinal
survey results or responses to hypothetical dilemmas.
Review EXHIBIT 3.10, which summarizes the strengths and concerns for the six types of
behavioral information sources discussed in this chapter.
RESUMES
College Students:
Executives:
oThe same problem is apparent among those applying for the highest-level job
openings.
oJude W. Werra, owner of a headhunting company, publishes a Liar’s Index
False information or inconsistencies on resumes and job applications suggests a lack
of ethics and trustworthiness.
REFERENCE CHECKS
The previous supervisor’s perspective of the job candidate’s strengths and weaknesses
is probably the most relevant information source. Behavioral indicators of the job
candidate’s ethics include the applicant’s attendance record, ability to follow
directions, assisting co-workers, timeliness, and disciplinary record.
If the previous supervisor is not listed among the references, ask the job candidate
why. Maybe the supervisor is upset the job candidate quit or the job candidate had
accused the supervisor of unethical behaviors.
For management positions, request the names of previous subordinates as references.
An excellent manager would welcome the opportunity to do so.
Ask the previous subordinate whether he or she would want to work for this manager
again. If it is not possible to contact the subordinate, ask the candidate how a previous
subordinate would classify the applicant’s strengths and weaknesses.
If a former employer or supervisor will only confirm dates of employment, then
quickly ask: fiWould you hire this person again?”
oSupervisors are usually willing to share positive information about a former
employee, even if their organization has a strict policy not to divulge anything
beyond the basic employment facts.
oIf the supervisor hesitates, or refuses to answer, then ask the candidate
follow-up questions during the interview session.
References are legally protected from a defamation lawsuit as long as the information
being conveyed is truthful. A signed release statement by the job candidate provides
the reference with greater confidence of legal protection against a defamation lawsuit.
Review TIPS AND TECHNIQUES – LEGAL PROTECTIONS FOR CONTACTING
REFERENCES
BACKGROUND CHECKS
General Information
A background check is more objective than a reference check, integrity test, or
personality test.
Conduct background checks to verify a job candidate’s academic accomplishments,
prior work responsibilities, and other work-related issues.
Extensive background checks are legally required for certain high-security jobs, such
as those in the financial securities, law enforcement, or healthcare industries.
Background checks are also highly recommended when the job entails interacting
with the public.
Some online background check service providers are untrustworthy. A test of these
providers showed that many were unable to recognize that a job candidate had
criminal and civil records because their databases were out-dated or incorrect.
Academic Accomplishments
Academic accomplishments are a common resume problem.
A background check could reveal that a workshop attended at a local college or
university has been inflated to the status of coursework taken toward an advanced
degree, or whether the listed higher education institution is an unaccredited diploma
mill that provides credentials to people without taking courses.
Criminal Records
Other sources of information are criminal records, motor vehicle reports, Social
Security verification, and credit checks.
McDonald’s paid $200,000 in damages for hiring a janitor who sexually assaulted a
three-year old customer. The court ruled against McDonald’s because it would have
been relatively easy for the company to search a public criminal records database.
oAccess to a nationwide list of district court, circuit court, and bankruptcy court
Credit Records
Notify the job candidate that a credit check will be conducted, and provide an
opportunity for applicants to explain any information that raises questions about the
individual’s credibility.
oThe Fair Credit Reporting Act requires that job applicants be notified if their
rejection is based on credit report information.
Facebook
In 2010, after just six years of operation, more than 500 million people were active
Facebook users, one out of every fourteen people in the world.
Approximately half of human resource managers surveyed perform due diligence by
inserting a job candidate’s name in an Internet search engine. These searches can
result in a list of Web sites highlighting a potential employee’s ethical, or unethical,
activities.
DISCUSSION ACTIVITY
Meet in a computer lab or request that all students bring a laptop to class. Put students in pairs.
Tell Student 1 that s/he is applying for a job and Student 2 is an HR manager. Request that the
job applicant permit the HR manager access to the job applicant’s Facebook page. Then have the
HR manager highlight positive character items and fired flag” items on the Facebook page that
raises questions about the job applicant’s character.
Reverse the roles and have Student 1 explore Student 2’s Facebook page for positive character
items and fired flag” items.
Then have both students share their analysis from the perspective of an HR manager and make
recommendations for changes to the Facebook page.
INTEGRITY TESTS
Integrity tests, also referred to as honesty tests, typically gather information about
the job candidate’s behaviors and attitudes toward unethical workplace activities,
such as theft.
Three popular integrity tests are portions of the Reid Report, the Stanton Survey, and
the Personnel Selection Inventory (PSI).
Integrity tests may take any of the following four approaches:
1. Direct admission of performing an illegal or questionable activity: fiI stole
money from my previous employer.”
2. Opinions regarding illegal or questionable behavior: fiIt is okay for people to
steal from employers.”
3. Personality traits related to dishonesty: fiI constantly think about stealing from
my employer.”
4. Reaction to a hypothetical situation featuring dishonest behavior: fiIf I saw an
employee steal money, I would ignore the situation and wait for the boss to
find out.”
In 1990, with more than 5,000 businesses using integrity tests, the federal
government’s Office of Technology Assessment (OTA) published a report
summarizing research on the validity (did the tests really measure integrity or
something other than integrity?) and reliability (would the same person taking the test
twice receive similar scores?) of integrity tests.
oThe findings noted that 94 to 99 percent of the individuals who passed an
integrity test (and thus classified as honest) did not later steal from their
employer.
oHowever, 73 to 97 percent of the individuals who were hired despite being
classified by test results as dishonest also did not steal.
oThe OTA report concluded that research neither proved nor disproved whether
integrity tests measured an individual’s propensity to steal.
More recent research, however, has found that individuals with low integrity test
scores at the time of employment, compared to those with higher scores, are more
likely to later engage in theft, have high absenteeism, break rules, cheat, and become
disciplinary problems.
Despite these impressive findings, using self-report integrity tests as the sole criterion
for hiring people may deny organizations the services of some very honest
individuals.
oTutorials and coaches are available to help individuals score high on integrity
tests.
oThe fibest” integrity test answer is often obvious and, as a result, dishonest
individuals who lie by providing the answer an employer wants can score
higher than honest individuals.
PERSONALITY TESTS (See next question)
INTERVIEW QUESTIONS (See later question)
DRUG AND POLYGRAPH TESTS (See later questions)
CHAPTER QUESTION 4: WHICH OF THE fiBIG FIVE” PERSONALITY FACTORS
ARE THE MOST RELEVANT FOR UNDERSTANDING A JOB CANDIDATE’S
ETHICS?
STEP 4: Personality Traits and Related Characteristics
BIG FIVE PERSONALITY MODEL
Personality tests offer a much broad psychological understanding of the job candidate and
can identify characteristics associated with ethical or unethical behaviors.
Personality theorists and researchers have reached a general consensus on a fiBig Five
Model” consisting of five broad dimensions or factors that describe human personality:
Scores on three of the Big Five personality factors – (1) agreeableness, (2)
conscientiousness, and (3) emotional stability – correspond to integrity test scores.
CONSCIENTIOUSNESS
Review EXHIBIT 3.5 which lists survey statements used to measure conscientiousness.
DISCUSSION ACTIVITY
Have students independently complete the fiConscientiousness” survey (Exhibit 3.5). Then share
results in small groups and discuss strategies for increasing the occurrence of the positively
stated items and decrease the occurrence of negatively stated items.
ADDITIONAL QUESTION 4: WHAT IS ORGANIZATIONAL CITIZENSHIP
BEHAVIOR? WHAT DOES IT TELL US ABOUT JOB CANDIDATES?
Organizational Citizenship Behavior (OCB) refers to work-related helping behaviors that go
beyond normal job requirements, such as aiding others with job-related problems. Researchers
report that individuals who score high on OCB also score high for performance quantity,
performance quality, and customer service.
OCB is typically measured based on seven factors:
Researchers have developed shorter OCB scales that tap into some of these factors. Review
EXHIBIT 3.6 which provides a 5-item overall OCB scale.
Review EXHIBIT 3.7 which provides a 7-item fiHelping Behavior” scale, a prominent OCB
factor.
DISCUSSION ACTIVITY
Have students think about a part-time or full-time job or volunteer activity. Independently
complete the fiOrganizational Citizenship Behavior” survey (Exhibit 3.6) and/or the fiHelping
Behavior” survey (Exhibit 3.7) as a self-assessment or with another employee/volunteer in mind.
Then share results in small groups and discuss strategies for sincerely increasing the occurrence
of the positively stated items and sincerely decreasing the occurrence of negatively stated items.
ADDITIONAL QUESTION 5: WHAT TWO MEASURES SUGGEST THAT A JOB
APPLICANT MIGHT BE PRONE TO UNETHICAL BEHAVIOR?
SOCIAL DOMINANCE ORIENTATION
Ethics demands sincere, open-minded, respectful conversations with a wide variety of
people about alternative actions under consideration.
DISCUSSION ACTIVITY
Have students independently complete the fiSocial Dominance Orientation” survey (Exhibit 3.8)
as a self-assessment, Then share results in small groups and discuss the results, first for high
scores for fiweak social dominance items” and then high scores for fistrong social dominance
items.”
Encourage students to constructively and civilly discuss items where there is a large difference
among group members. Who influences these beliefs? What life circumstances led to these
beliefs?
BULLYING
A survey of U.S. workers found that approximately 30 percent were bullied by a boss or
co-worker. Researchers report that a predisposition to bullying others is associated with
racial and gender discrimination.
The two most common forms of bullying were (1) having information withheld that
affected job performance and (2) being exposed to an unmanageable workload.
Information about a person’s bullying tendencies can be obtained through a reference
check.
Researchers have developed a 22-item bullying scale, but it measures whether an
employee has been bullied rather than whether a job applicant has bullying tendencies.
Questions from the bullying scale that could be asked include has the job applicant:
Purposely withheld information from others that negatively affected their
performance
Assigned unmanageable workloads
Ordered subordinates to do work beyond their competence level
Given tasks with unreasonable/impossible targets/deadlines
Excessively monitored the work of subordinates
Humiliated and ridiculed subordinates
DISCUSSION ACTIVITY
Ask students if they have ever experienced any of the 6 bullying behaviors listed above at work,
in student organizations, or in group projects, and then ask:
1. Why did the bully behave that way?
2. How did the student respond to the bully?
3. What action should be taken to reduce the bully’s behaviors?
