Post a composite review
Unpost a composite review
Search all MERLOT
Click here to go to your profile
Select to go to your workspace
Click here to go to your Dashboard Report
Click here to go to your Content Builder
Click here to log out
Search Terms
Enter username
Enter password
Please give at least one keyword of at least three characters for the search to work with. The more keywords you give, the better the search will work for you.
select OK to launch help window
cancel help

MERLOT II


    

Peer Review


EEOC Uniform Guidelines on Employee Selection Procedures

 

Ratings

Overall Rating:

2.67 stars
Content Quality: 3 stars
Effectiveness: 3 stars
Ease of Use: 2 stars
Reviewed: Jun 04, 2001 by Business Editorial Board
Overview: This assignment requires students to search for EEOC definitions embedded in EEOC guidelines for employee selection procedures. These guidelines are available at uniformguidelines.com. The site itself requires some sort of assignment to be useable.
Learning Goals: The stated goal is to have students find definitions for particular HR terms.
Target Student Population: The assignments specify upper division college students, but the assignments, as written, could probably be applied more broadly.
Prerequisite Knowledge or Skills: None.
Type of Material: Reference material
Technical Requirements: Netscape or Internet Explorer Browsers.

Evaluation and Observation

Content Quality

Rating: 3 stars
Strengths: The Uniform Guidelines.com site referred to in these assignments is more focused than referring students to the more general www.eeoc.gov site.

The assignment is very focused on having the students find specific terms as defined by EEOC guidelines.
Concerns: The reviewers were not familiar with the authors/organization that created/maintains uniformguidelines.com. Some concers are: Do they keep this site current? Is this same information available via www.eeoc.gov? If so, users can be assured of the content's accuracy?

The assignments ask students to find definitions that are embedded in one paragraph on page 16 of a 30-page document. If the objective is only to have students learn these definitions, why not just refer them to the appropriate section of the document or give them the definitions outright with appropriate citation? Perhaps the objectives of the assignments (as written on MERLOT) could be expanded to include "familiarizing students with the format/nature of EEOC Guidelines" to give the assignment increased educational significance. Perhaps additional, broader questions could also be added to the assignment to give it even more impact and relevance, e.g.:
? Why was this site (uniformguidelines.com) created? How does it compare to the EEOC's site (www.eeoc.gov) for finding the same information? How do sites like uniformguidelines.com support the mission of the EEOC?
? Who uses this site? When? Why?
? What other on-line resources are available to support/enable the implementation of EEO?
? What caution (if any) should users have when using information from uniformguidelines.com or other similar sites? Why?

This site (uniformguidelines.com) includes a good "Questions and Answers" section that gives good examples and clarification about more complex issues such as adverse impact -- a topic many students do not find intuitive. Perhaps an assignment utilizing this aspect of the site could be added in the future.

The guidelines are 30 pages long. That's a lot to print if the students are really only using one paragraph from the document. Perhaps it would be more efficient and cost-effective to have students do the assignment on-line.

Potential Effectiveness as a Teaching Tool

Rating: 3 stars
Strengths: The site (uniformguidelines.com) has the potential to be referenced for many assignments since many complex issues are presented in the guidelines and discussed in the "Questions and Answers" part of the site.

The assignments are time-consuming, but effective in the sense that the answers are there to be found. Having students compare their own definitions to those on the site (in the second assignment) is a good idea to increase critical thinking and the students' engagement in the activity.
Concerns: See previous comments.

Ease of Use for Both Students and Faculty

Rating: 2 stars
Strengths: Users can access guidelines easily by section, and guidelines can be formatted in a "printer friendly" version.
Concerns: It is not clear where students should start their search for the definitions required by the assignment. The site (uniformguidelines.com) has no search function, so students will probably start from the top and read through the document to find the required definitions. Such guidelines tend to be difficult reading given their "legalistic" tone and frequent cross-referencing, and the definitions that are the object of the student's search are located in a paragraph about halfway through the 30 page document