新employment discrimination.ppt

* The primary intent of the Civil Rights Act of 1964 as it pertains to employment was to address and overcome invalid perceptions that physical characteristics can predict job performance. The key to prevent employment discrimination is to develop valid “tests” of one’s knowledge, skills and abilities. Question: What makes a test in one of our classes valid? Answer: It assesses what we have learned in the class. The people who do well on the test, do well in the class. * The Uniform Guidelines on Employee Selection Procedures (1978) mandates that selection “tests” be validated and that relevant job knowledge, skills and abilities (KSAs) be used as the basis for selection. Set the stage for the anti-discrimination law discussion by asking students about their experiences in taking tests that they thought were invalid (didn’t really measure what they were supposed to be measuring). What happens when tests aren’t valid? Example answers: We get poor grades, even though we know the material. We hire people who can’t do the job. We don’t hire people who can do the job. * There are many ways managers can get into trouble in their interactions with subordinates or job candidates, but none as prevalent as employment discrimination. The mistakes listed here are merely examples: Asking a candidate about their national origin. Asking a candidate about their marital status. Asking a candidate about a perceived or obvious disability. Making assumptions about a candidate’s ability to perform a job based on their gender, race or age. Asking a candidate about their commitment to the job because of their parental status. Avoiding these mistakes is crucial to avoid potential discrimination charges or even lawsuits. Even once a candidate is hired and becomes an employee, managers should avoid any ethnic or gender-based jokes/stories and inequitable treatment. * * Review with the students the employment-related laws addressing discrimination. Note: The Civil Rights