dinamica social libro

614 CAPÍTULO 18 Políticas y prácticas de recursos humanos
Interview: A Field Study of Interviewer Behavior”, Journal of
Applied Psychology, octubre de 1994, pp. 659-665.
28. N. R. Bardack y F. T. McAndrew, “The Influence of Physical
Attractiveness and Manner of Dress on Success in a Simulated
Personnel Decision”, Journal of Social Psychology, agosto de 1985,
pp. 777-778; R. Bull y N. Rumsey, The Social Psychology of Facial
Appearance (Londres: Springer-Verlag, 1988); y L. M. Watkins, y
L. Johnston, “Screening Job Applicants: The Impact of Physical
Attractiveness and Application Quality”, International Journal of
Selection & Assessment, junio de 2000, pp. 76-84.
29. Ver G. A. Adams, T. C. Elacqua, y S. M. Colarelli, “The Em -
ployment Interview as a Sociometric Selection Technique”,
Journal of Group Psychotherapy, otoño de 1994, pp. 99-113; R. L.
Dipboye, “Structured and Unstructured Selection Interviews:
Beyond the Job-Fit Model”, Research in Personnel Human Resource
Management 12 (1994), pp. 79-123; B. Schneider, D. B. Smith, S.
Taylor, y J. Feenor, “Personality and Organizations: A Test of the
Homogeneity of Personality Hypothesis”, Journal of Applied
Psychology, junio de 1998, pp. 462-470; y M. Burke, “Funny
Business”, Forbes, 9 de junio de 2003, p. 173.
30. Citado en Training, octubre de 2003, p. 21.
31. Citado en Training, marzo de 2003, p. 20.
32. “Basic Skills Training Pays Off for Employers”, HRMagazine,
octubre de 1999. p. 32.
33. Baynton, “America’s $600 Billion Problem”, p. 51.
34. A. Bernstein, “The Time Bomb in the Workforce: Illiteracy”,
Business Week, 25 de febrero de 2002, p.122.
35. D. Baynton, “America’s $60 Billion Problem”, Training, mayo de
2001, p. 52.
36. C. Ansberry, “A New Blue-Collar World”, Wall Street Journal, 30
de junio de 2003, p. B1.
37. J. Barbarian, “Mark Spear: Director of Management and
Organizational Development, Miller Brewing Co.”, Training,
octubre de 2001, pp. 34-38.
38. G. R. Weaver, L. K. Trevino, y P. L. Cochran, “Corporate Ethics
Practices in the Mid-1990’s: An Empirical Study of the Fortune
1000”, Journal of Business Ethics, febrero de 1999, pp. 283-294.
39. M. B. Wood, Business Ethics in Uncertain Times (Upper Saddle
River, NJ: Prentice Hall, 2004), p. 61.
40. Ver, por ejemplo, D. Seligman, “Oxymoron 101”, Forbes, 28 de
octubre de 2002, pp. 160-164; y R. B. Schmitt, “Companies Add
Ethics Training; Will It Work?” Wall Street Journal, 4 de noviembre
de 2002, p. B1.
41. K. Dobbs, “The U. S. Department of Labor Estimates that 70
Percent of Workplace Learning Occurs Informally”, Sales &
Marketing Management, noviembre de 2000, pp. 94-98.
42. S. J. Wells, “Forget yhe Formal Training. Try Chatting at the
Water Cooler”, New York Times, 10 de mayo de 1998, p. BU-11.
43. Ver por ejemplo, K. G. Brown, “Using Computers to Deliver
Training: Which Employees Learn and Why?” Pernonnel
Psychology, verano de 2001, pp. 271-296; “The Delivery: How U.S.
Organizations Use Classrooms and Computers in Training”,
Training, octubre de 2001, pp. 66-72; y L. K. Long, y R. D. Smith,
“The Role of Web-Based Distance Learning in HR Deve -
lopment”, Journal of Management Development 23, no. 3 (2004),
pp. 270-284.
44. “Web Smart 50: Kinko’s”, Business Week, 24 de noviembre de
2003, p. 101.
45. A. Muoio, “Cisco’s Quick Study”, Fast Company, octubre de 2000,
pp. 287-295.
46. E. A. Ensher, T. R. Nielson, y E. Grant-Vallone, “Tales from the
Hiring Line: Effects of the Internet and Technology on HR
Processes”, Organizational Dynamics 31, no. 3 (2002), pp. 232-233.
47. D. A. Kolb, “Management and the Learning Process”, California
Management Review, primavera de 1976, pp. 21-31; y B. Filipczak,
“Different Strokes: Learning Styles in the Classroom”, Training,
marzo de 1995, pp. 43-48.
48. W. J. Arthur, Jr., W. Bennett, Jr., P. S. Edens, y S. T. Bell,
“Effectiveness of Training in Organizations: A Meta-Analysis of
Design and Evaluation Features”, Journal of Applied Psychology,
abril de 2003, pp. 234-245.
49. J. A. Colquitt, J. A. LePine, y R. A. Noe, “Toward an Integrative
Theory of Training Motivation: A Meta-Analytic Path Analysis of
20 Years of Research”, Journal of Appied Psychology, octubre de
2000, pp. 678-707.
50. W. F. Cascio, Applied Psychology in Human Resource Management,
5a ed. (Upper Saddle River, NJ: Prentice Hall, 1998), p. 59.
51. Ver W. C. Borman y S. J. Motowidlo, “Expanding the Criterion
Domain to Include Elements of Contextual Performance”, en
N. Schmitt y W. C. Borman (eds.), Personnel Selection in
Organizations (San Francisco, CA: Jossey-Bass, 1993), pp. 71-98;
W. H. Bommer, J. L. Johnson, G. A. Rich, P. M. Podsakoff, y S. B.
MacKenzie, “On the Interchangeability of Objective and
Subjective Measures of Employee Performance: A Meta-
Analysis”, Personnel Psychology, otoño de 1995, pp. 587-605; y S. E.
Scullen, M. K. Mount, y T. A. Judge, “Evidence of the Construct
Validity of Developmental Ratings of Managerial Performance”,
Journal of Applied Psychology, febrero de 2003, pp. 50-66.
52. A. H. Locher y K. S. Teel, “Appraisal Trends”, Personnel Journal,
septiembre de 1988, pp. 139-145.
53. Citado en S. Armour, “Job Reviews Take on Added Significance
in Down Times”, USA Today, 23 de julio de 2003, p. 4B.
54. Ver también en R. D. Bretz, Jr., G. T. Milkovich, y W. Read, “The
Current State of Performance Appraisal Research and Practice:
Concerns, Directions, and Implications”, Journal of Management,
junio de 1992, p. 326; y P. W. B. Atkins y R. E. Wood,
“Self–Versus Others’ Ratings as Predictors of Assessment Center
Ratings: Validation Evidence for 360-Degree Feedback Pro -
grams”, Personnel Psychology, invierno de 2002, pp. 871-904.
55. Ver, por ejemplo, J. D. Facteau y S. B. Craig, “Are Performance
Appraisal Ratings from Different Rating Sources Compatible?”
Journal of Applied Psychology, abril de 2001, pp. 215-227; J. F. Brett
y L. E. Atwater, “360-Degree Feedback: Accuracy, Reactions, and
Perceptions of Usefulness”, Journal of Applied Psychology, octubre
de 2001, pp. 930-942; F. Luthans y S. J. Peterson, “360 Degree
Feedback with Systematc Coaching: Empirical Analysis Suggests
a Winning Combination”, Human Resource Management, otoño
de 2003, pp. 243-256; y B. I. J. M. van der Heijden, y A. H. J.
Nijhof, “The Value of Subjectivity: Problems and Prospects for
360-Degree Appraisal Systems”, International Journal of Human
Resource Management, mayo de 2004, pp. 493-511.
56. Atkins y Wood, “Selft-Versus Others’ Ratings as Predictors of
Assessment Center Rating”; y B. Pfau, I. Kay, K. M. Nowack, and
J. Ghorpade, “Does 360-Dregree Feedback Negatively Affect
Company Performance?” HRMagazine 47, no. 6 (junio 2002),
pp. 54-59.
57. “Princeton Cracks Down on Grade Inflation”, USA Today, 22 de
enero de 2005, www.usatoday.com/news/education/2005-01-
22-princeton-grade-inflation_x.htm.
58. Ver, por ejempo, J. W. Hedge y W. C. Borman, “Changing
Conceptions and Practices in Performance Appraisal”, en A.
Howard (ed.), The Changing Nature of Work (San Francisco, CA:
Jossey-Bass, 1995), pp. 453-459.
59. Ver, por ejemplo, T. R. Athey y R. M. McIntyre, “Effect of Rater
Training on Rater Accuracy: Levels-of-Processing Theory and
Social Facilitation Theory Perspectives”, Journal of Applied