A REVIEW OF FAIR EMPLOYMENT CASES IN THE FIELD OF TRAINING1

Federal fair employment legislation, administrative guidelines, and court cases that relate to training are reviewed. The review identified three issues: (a) selection practices which use training as a criterion, (b) justification of training programs where there has been a determination of disparate treatment, and (c) the use of training programs as a legitimate factor other than sex to justify pay differentials. The review indicates most Courts will not accept training success as a valid criterion for test selection, although tests for minimum standards might be validated against training alone; Courts generally review equal treatment factors rather than determining the business necessity of training; and finally, there are definite guidelines for demonstrating pay differentials based on training programs. The implications for courts and professionals conclude the paper.     

Religious Values as Cross-Cultural Issues in Counseling

This article highlights the importance of considering religious values in counseling from a cross-cultural perspective. Counseling has virtually ignored some aspects of culture and their influence on the therapeutic process.     

The Effects of Problem-Solving Training on Adolescents' Career Exploration and Career Decision Making

Of three career guidance methods, namely guided field trips, cognitive, and behavioral problem-solving training, the latter had more influence on 11th graders' career exploratory and career decision making behaviors.     

Creativity,Originality, and Appropriateness: What do Explicit Instructions Tell Us About Their Relationships?

Originality is a necessary part of creativity, but creative things are more than just original. They also solve a problem, or more generally are somehow fitting or appropriate. Yet previous research found an inverse relationship between ratings of originality and ratings of appropriateness. The present investigation employed a different methodology — it focused on the generation of ideas instead of judgments about them — to reexamine the relationships between originality, appropriateness, and creativity. Undergraduate students (N = 170) from two large universities received either realistic or unrealistic divergent thinking tasks. These were given with one of four types of instructions. These asked them to give (a) as many ideas as possible (which is the standard type of instruction for these kinds of tests), (b) only original ideas, (c) only appropriate ideas, or (d) only creative ideas. Brief definitions of originality, appropriateness, or creativity were also provided. Comparisons of the four groups indicated that there were significant differences between the different kinds of tasks, with the realistic set eliciting more appropriate ideas than the unrealistic, but the unrealistic tasks eliciting more original and varied (flexible) ideas. There was an interaction indicating that the magnitude of the impact of the instructions varied across tasks. Correlational analyses indicated that the correlation between the originality and appropriateness scores was the lowest among all possible inter‐index relationships (only 7% shared variance). Future research and practical implications are explored.     

The Experience of Job Insecurity for Professional Women

In this article the authors examine the experience of job insecurity, as described by 20 women professionals living and working in a large metropolitan area on the west coast of Canada.