EFFECTS OF ADVERTISED HUMAN RESOURCE MANAGEMENT PRACTICES ON ATTRACTION OF AFRICAN AMERICAN APPLICANTS

Student members of a national organization of African American engineers ( n = 1019) and currently employed African American engineers ( n = 303) responded to a hypothetical job advertisement differing by staffing policy (identity-blind vs. identity-conscious), advertised work characteristics (i.e., individual-based vs. team-based), and compensation system characteristics (pay based on individual performance vs. pay based on work-group performance). Both groups of respondents reported being more likely to apply when the staffing policy was identity conscious (i.e., affirmative action) than when it was identity blind (i.e., equal-employment opportunity). However, only the student sample reported being more likely to apply when the advertisement described team-based work instead of individual-based work. Both groups reacted negatively to the combination of individual-based work and group-performance based pay systems.     

Lay perspectives on the costs and risks of forgiving

In this study, we directly investigated, for the first time, lay perspectives on the costs and risks of forgiveness (N = 130). Participants described previously experienced situations where forgiveness was costly, from the perspective of a grantor, a recipient, and as a third‐party observer. They also identified occasions when they thought it would be risky to forgive. We employed complementary quantitative and thematic analysis strategies to examine prevailing themes. The vast majority of participants believed forgiveness was risky, with approximately two thirds reporting both actual and vicarious experiences of costly forgiveness. An overarching theme was that power relations are particularly relevant to laypeople when they consider the costs and risks of forgiving.     

Learning Emotional Intelligence: An Exploratory Study in the Domain of Health

This research examines the role of emotional intelligence (EI) on the adoption and maintenance of a healthy weight. We implemented an intervention over a 6‐week period demonstrating that EI can be learned to promote the use of cognitive health knowledge in the adoption and maintenance of a healthy weight. Results suggest that improving EI reduces the negative impact of low EI on positive health outcomes, and promotes quality decision making related to health (i.e., reduced calorie intake).