Med en mångfaldig arbetsplats följer många fördelar, ändå fortsätter underrepresenterade grupper ha en svag position på arbetsmarknaden. Arbetet mot detta påbörjas i rekryteringsprocessen men rekryterares unconscious bias kan stå i vägen för lyckade, mångfaldiga anställningar. Studiens syfte är att undersöka hur företag och enskilda rekryterare arbetar för att motverka unconscious bias vid rekrytering inom den privata sektorn för att öka den etniska mångfalden på arbetsplatsen. Frågorna berör vilka strategier som används samt hur enskilda rekryterare upplever att unconscious bias påverkar deras omdöme. Det empiriska materialet är insamlat från intervjuer med totalt åtta rekryterare från fem olika företag, varav några kommer från samma företag. Materialet har analyserats i en tematisk analys med hjälp av det psykologiska begreppet unconscious bias i relation till rekryteringsprocessen, där kompetensbaserad rekrytering utgör det främsta teoretiska perspektivet. Resultatet visade att det var få företag som använde uttalade strategier för att motverka unconscious bias i rekryteringsprocessen och snarare har sina egna metoder. Detta gällde alla strategier förutom beteendeintervjuer som de flesta intervjupersoner beskrev att de använder i sina rekryteringsprocesser. I princip samtliga företag utgår från en kompetensbaserad rekryteringsmodell vilket innebär att rekryteringsprocesserna fokuserar på kompetenser istället för fysiska attribut. Rekryterarna upplever att unconscious bias påverkar deras omdöme främst vid CV-granskning och kan ta sig till uttryck i första intryck och magkänsla. Det gick dock att utläsa skillnader i hur mycket man upplever sig påverkas av sin unconscious bias beroende på om man rekryterar internt eller externt till kunder. / A diverse workplace comes with many benefits, but minority groups keep having a weak position in the labour market. The work against this starts in the recruitment process but recruiters' unconscious bias can stand in the way of a successful, diverse recruitment. The aim of this study is to understand how organizations and individual recruiters work to counteract unconscious bias in recruitment within the private sector to increase ethnic diversity in the workplace. The questions for the study is what strategies organizations use for this and how individual recruiters experience that their unconscious bias affects their judgement. The empirical material comes from interviews with eight recruiters from five different companies, where some come from the same company. The materials have then been analyzed using thematic analysis with help from the psychological concept unconscious bias in relation to the recruitment process, where competency based recruitment is the main theoretical framework used. The result showed that there were few companies that used stated strategies to counteract unconscious bias in the recruitment process and rather have their own methods. This applied to all the mentioned strategies except for behavioural interviews which nearly all of the interviewees described as a strategy they use in their recruitment process. Almost every organization is working from a competency based recruitment strategy, which means the recruitment process focuses on competencies instead of physical attributes. The recruiters feel that their unconscious bias is mostly affecting their judgement when screening resumes and can take shape in a first impression or gut feel. However, it was possible to see some differences in how much they experienced they were affected by their unconscious bias depending on if they were recruiting internally or externally for clients.

Thesis (M.A.(Language Education)) -- University of Limpopo, 2009 / The assessment of the current school reform effort emphasizes the neeed to improve the education of all learners. Assessing the academic achievement of every learner is an essential part of this reform, but one that presents a challenge for most schools, school districts and provinces. Traditional assessment practices have tended to exclude learners who are denied access to important educational opportunities that are based on assessment results. This problem is often more pronounced among learners who have to do Grade 9. This study focuses on assessment and discusses the advantages and challenges experienced by learners and educators. The aim of this study, therefore, is to assess educators’ success in the implementation of OBE assessment principles of English First Additional Language (EFAL) in Grade 9. This study was prompted by educator assessments, which have kept interesting the researcher because of traditional assessments which are at odds with OBE. Most importantly, assessment is no longer practised and determined in traditional ways. The educator must assess, in detail, the knowledge, skills and dispositions that learners must develop in order to achieve learning outcomes. The researcher recommends assessment to include English langauge learners, increase school accountability for all learners, have a shared vision of learner goals and standards, have an authentic picture of learning, and reflect assessment.

Företagskultur och ett företags tillhörande värderingar är ett aktuellt ämne som är vanligt att diskutera ur olika perspektiv. Även rekrytering är ett omdiskuterat område. Det är vanligt att man i rekryteringsprocesser använder kompetensbaserade metoder och tekniker där urvalet baseras på de kompetenser som rollen kräver. Denna uppsats undersöker hur företag med en stark och tydlig företagskultur arbetar med kultur och värderingsfrågor i arbetet att rekrytera en chef. Studien genomförs med hjälp av kvalitativ metod, genom semistrukturerade intervjuer och baseras på ett underlag från sex informanter. Dessa informanter arbetar som rekryterare och har erfarenhet av chefsrekrytering i företag med starka och tydliga värderingar. Undersökningen fokuserar på informanternas upplevelser av ämnet och vad de har för perspektiv på hur stor inverkan företagskultur och värderingar har inom chefsrekrytering. Det insamlade empiriska materialet analyseras med utgångspunkt i Scheins (2017) teorier om företagskultur och ledare via en tematisk analys. Resultatet från studien visar att rekryterare upplever att företagskultur och värderingar har stor betydelse och inverkan på rekryteringsprocessen. Detta beror på att chefer är förebilder och behöver ha rätt värderingar för att kunna förmedla och implementera företagets värderingar nedåt i organisationen. Ytterligare resultat som presenteras i undersökningen är att rekryterare har olika metoder för att inkludera organisationens företagskultur och dess värderingar i rekryteringsprocessen. En metod är att inkludera värderingarna i ett kompetensbaserat arbetssätt och omvandla dessa till kompetenser. En tillhörande väsentlig aspekt när värderingar översätts till kompetenser är att det finns tydliga grunder att göra en rättvis bedömning av värderingarna. Samtidigt är en slutsats av denna undersökning att olika perspektiv och erfarenheter bidrar till att utveckla företaget och dess företagskultur framåt. Därför är det viktigt att som rekryterare arbeta med ett mångfaldsperspektiv, då detta kommer gynna både företaget och dess företagskultur på lång sikt. / Corporate culture and a company's associated values are topics that are commonly discussed from different perspectives. Recruitment is also a frequently discussed area. It is common to use competence-based methods in recruitment processes, a technique where the selection is based on the role requirements. This paper examines how companies with strong corporate culture work with culture and value issues in the process of recruiting managers. The study is conducted by using a qualitative method, through semi-structured interviews, and is based on six informants who work as recruiters and have experience of executive recruitment in companies with strong values.  The study focuses on the informants' experiences of the topic and what perspectives they have on how big the impact of corporate culture and values have in executive recruitment. The collected empirical material is analyzed based on Schein's theory (2017) of corporate culture. The results of the study show that recruiters perceive that corporate culture and values have great importance and impact on the recruitment process. This is because managers are role models and need to have the right values to be able to convey the company's values in the organization. Additional results presented in the study are that recruiters have different methods of including the organization's corporate culture and its values in the recruitment process. One method is to include the values in a competence-based approach and convert these into competences. An essential perspective when values are translated into competences is that there are clear grounds for making a fair assessment. At the same time, the conclusion of this study is that different perspectives and experiences contribute to developing the company and its corporate culture going forward. Therefore, it's important as a recruiter to work with diversity, as this will benefit the company and its corporate culture in the long term.

Competence committees are groups of educators that monitor the progress of medical trainees and decide when they should be promoted to the next stage of training. They represent an important part of modern-day competency-based medical education programs, yet relatively little is known about their implementation and decision-making practices. This thesis seeks to fill a critical gap in the literature by generating empirical evidence with respect to competence committee implementation and decision-making practices across multiple programs. The first data chapter uses a multi-method approach to examine competence committee implementation practices at a Canadian institution over a three-year period. The second and third chapters examine how individuals and groups make promotion decisions, respectively. These chapters also consider the role of non-traditional data sources, such as anecdotal evidence, in competence committees’ decision-making processes. The final data chapter considers the role of social influences and power and examines how factors such as members’ position on the committee, gender, and race/ethnicity influence their contributions to the committee. This thesis provides insight into some of the challenges that exist with respect to competence committee implementation and offers potential solutions based on best practices across multiple programs. It also highlights factors that can influence competence committee decision making and discusses ways that their decision-making processes can be optimized. Broader implications of this thesis, including the role of groups in solving complex problems and the importance of diversity (both in terms of demographics and functional specialization) in ensuring good decision-making outcomes, are also discussed. / Thesis / Doctor of Philosophy (PhD) / Competence committees are groups of experienced health professionals and educators whose job is to determine whether physician learners (i.e., residents) are ready to progress to the next stage of training and responsibility. These committees are relatively new, and as a result, we do not know very much about how they make decisions. Given the importance of competence committees in ensuring that physicians are able to provide high-quality and safe patient care, the purpose of this thesis was to examine competence committee implementation and decision-making practices at a Canadian academic centre. This took place in two parts. First, we studied competence committees over a three-year period using surveys, interviews, and observations. This helped us understand some of their benefits and challenges. Next, we conducted a series of experiments to understand how competence committee members make decisions both individually and as part of a group. These experiments also helped us understand how competence committees make sense of different types of data, such as prior knowledge about a resident or their assessors. Finally, we examined how various aspects of members’ social identities, such as their position on the committee, their gender, and their race/ethnicity, influence their contributions to the committee. Collectively, the findings of this thesis help to advance the scientific literature in the areas of medical education and group decision making. They can also be used to optimize competence committee operations, which can in turn positively impact patients, healthcare, and society.

No description available.

No description available.

Ethical and competent professional counselors are needed to provide quality counseling services to the public. Counselor educators and supervisors have the responsibility of training competent counselors. Furthermore, counselors and counselors-in-training have the responsibility of continually assessing their own development and implementing measures to increase their competency. Assessment instruments have sought to measure counseling competencies through evaluating counseling skills. However, a paucity of research exists that examines counseling competencies in a comprehensive manner using a psychometrically sound approach. Therefore, a need exists for a psychometrically sound assessment instrument that measures the construct of counseling competencies in a holistic manner. Thus, the purpose of this study was to assess the psychometric properties of the Counseling Competencies Scale© (CCS; UCF Counselor Education Faculty, 2009), an instrument designed to measure counseling competencies, within the areas of counseling skills, professional dispositions, and professional behaviors. The sample included 81 counseling practicum students and 21 counseling practicum supervisors from two graduate counselor education programs at public institutions accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) within the United States (one program in the southeast and another in the northwest). The practicum supervisors evaluated the counseling competencies of the counseling practicum students per the CCS at the semester midpoint and conclusion. Additionally, the counseling practicum students evaluated their own counseling competencies per the CCS at the semester midpoint and conclusion. Furthermore, the counseling practicum students and supervisors both iv completed a demographic questionnaire developed by the researcher. The data analysis procedures employed to test the research hypotheses were: (a) factor analysis, (b) Pearson product-moment correlation (two-tailed), and (c) Cronbach‟s alpha. The exploratory factor analyses yielded five midterm CCS factors ([a] Factor 1: Assessment and Application, [b] Factor 2: Professional Behaviors and Dispositions, [c] Factor 3: Beginning Counseling Skills, [d] Factor 4: Advanced Counseling Skills, [e] Factor 5: Directive Counseling Skills) and four final CCS factors ([a] Factor 1: Professional Dispositions and Behaviors, [b] Factor 2: Counseling Skills, [c] Factor 3: Assessment and Application, [d] Factor 4: Growth). Additionally, the CCS exhibited strong internal consistency reliability for both the individual factors and the overall models. The interrater reliability among raters yielded a low correlation (Skills [r = .436], Dispositions [r = .515], Behaviors [r = .467], and Total [r = .570]). Furthermore, an assessment of criterion-related validity yielded a high correlation (r = .407) between the final total score on the CCS and the students‟ final grade in the counseling practicum course. The results of the statistical analyses support the development of the CCS, a promising assessment instrument for evaluating counseling competencies within counselors-in-training. Through the further development of the CCS, counselor educators and supervisors will have a sound method for assessing their students‟ levels of counseling competencies and learning outcomes. Additionally, the CCS may support counselor educators and supervisions in their ethical and legal responsibilities as teachers, evaluators, and gatekeepers for the counseling profession. Furthermore, the CCS offers counselors-in-training a tool to assist them in understanding and developing their level of comprehensive counseling competencies.

No description available.

This study explored doctor of physical therapy (DPT) students’ attitudes, perceived knowledge, and perceived competence specific to social and structural determinants of health (SDOH). Current students in a DPT program housed within a college of public health in an urban research institution served as the participants for this research. The primary purpose of this study was to explore students’ self-evaluation and perceptions of competence with SDOH in hopes of gaining insight into elements of their education that contributed to their preparedness and/or what strategies and resources are needed to foster competence in this area. A secondary aim of this study was to explore how individual student factors and curricular factors impact students’ awareness of SDOH. A mixed methods study design employed bivariate and multivariate analysis of participants’ responses to self-report Likert scale survey questions and analysis of semi-structured interviews using qualitative description and phenomenological principles. Quantitative data analysis revealed differences in perceived skills competence based on cohort (year one, two, or three in the program) with first-year students demonstrating lower perceived competence. Analysis of attitudes and knowledge demonstrated that all participants held a positive perspective regarding the importance of SDOH as well as perceived foundational knowledge for this content. Quantitative analysis also detected subtle differences in specific sample beliefs and behaviors based on demographic variables such as gender identity, race, and first-generation student status. Qualitative data supported the quantitative findings with participants articulating specific elements of their identities and the DPT curriculum that contributed to their understanding of SDOH. An iterative coding process identified two primary themes that corresponded to the research aims: 1) Learners’ perceived importance of social and structural determinants of health and factors that impact how to address them; and 2) Learning about social and structural determinants of health: What learners bring with them and what they gain throughout the curriculum. These findings shed light on the elements of this educational program that foster students understanding of SDOH and the types of experiences that help clinical learners appreciate the impact of these upstream drivers of health for patients and populations. / Policy, Organizational and Leadership Studies

The purpose of this study was to determine which pupil and program characteristics discriminate with the success of learning disabled and mildly mentally retarded students on the retest of the Maryland Functional Mathematics Test (MFMT). A secondary purpose was to provide Baltimore County Public Schools (BCPS) with added knowledge to utilize in planning for handicapped students' Individualized Educational Program (IEP) . The sample consisted of 270 handicapped ninth grade students who failed the MFMT in the fall of 1985 and took the retest in the spring of 1986. Students taking the retest were divided into those who passed and those who failed. Data were collected describing the pupil's general ability, mathematics ability, race, sex, age, attendance, handicapping condition, level of special education services received, mathematics grade, and type of appropriate assistance received . Data were analyzed by employing a step-wise discriminant analysis. It was concluded that general ability, handicapping condition, sex, mathematics ability, mathematics grade, and race when in conjunction with each other discriminated with success on the retest of the MFMT. A model for utilizing the information in decision making was offered for school systems determining on an individual basis whether handicapped students will work toward a regular diploma or Certificate of Attendance. / Ed. D.