lect 7 Flashcards
(13 cards)
what is faireness and how does it relate to predictot and criterion measure
fairenes - is the selection process fair or are there biases in the test that idadvantage minorities
is the relationship between predictor measure and criterion measure different depending on group?
what is the difference between adverse impact and biases in selectiuon procedures
adverse impact is If with regards to employment or promotion, one group shows a significantly higher % of rejection (lower selection ratio) than another group
- for adverse impact oyu are looking atr the difference in blobs, so if one blob has a lower rate of accepntance
bias - When the test(predictor) systematically overestimates or underestimates the performance of a group (e.g. , based on gender, race) if you use one regression line for both groups – the test is biased
- you look at the shape of the blob
how to detect biases
1) are there differences in differential validity (r) - are the blobs the same shape
2) are there differences in refression lines - differential prediction
hpw to detect adverse imapct
four fiths rule (4/5 )
* If the selection rate for a group is less than 80% of the rate for the highest-selected group, adverse impact is presumed.
* Example: If minorities are hired at a 10% rate and non-minorities at 20%, the ratio is 0.50, indicating adverse impact.
Calculate the selection ratio for each group (e.g., number hired ÷ number applied).
Divide the selection ratio of the minority group by that of the majority group.
If the result is less than 0.80, there is adverse impact.
T or F
if you have differential validity you have differential prediction
T
are cognitive ability tests
a) biased
b) have adverese imact
c) both
B)
wrok samples have alower adverse impact than cognitive tests, so why not replace cog tests with work samples
- work samples my be less suitable for assessments of applicants without job experience
- they are expensive to develop bcs u hjave to develop them individualy for each job
- validity of work samples changes over time a lot (bcs the work changes)
- GMA is fundemental for acquiring the knowledge and mastering skills found in most jobs
why do cognitive test have an adverse imapct
Cognitive ability tests often show adverse impact because different groups tend to score differently, largely due to societal inequalities like access to education and language barriers. These tests, while valid, may unintentionally favor majority groups, leading to lower selection rates for minorities.
T or F
there is adverse impact for personality inventories in NL but not in UK or USA
T
strategies to reduce adverse impact
- improve recruiting for minorities (increase the pool of qualified applicants)
- use g test in combo with other non g predictrs
- use measures of specific not general g abilities
- use alternative modes of presining stimuli
- enhance face validity
- implement test score banding to select applicants
what it affirmative action
Policy that exceeds equal employment opportunity by requiring to correct past discriminatory practices by increasing the numbers of minorities (e.g. women, minority ethnic groups) in specific positions
what are the benefits and challenges of AA
- Alter distribution of scarce resources - perceptions of reverse discrimination - Giving preference to members of protected classes to the extent that unprotected individuals believe they are suffering discrimination
- Violation of fairness principle of equal treatment for all Individuals hired under AA feel prejudged as inferior performers & can be viewed as “tokens”
- Preferences toward one protected class may create conflicts between other minority groups
- Criticized for being inefficient in assigning the best available candidates, (based on capabilities) irrespective of gender, to a
particular job when several candidates compete for it.
but, AA policies are among the most effective means for enhancing diversity and equality in the workplace
how to overcome the AA critique
- research says that there are positive benefits of AA to the workforce
