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The purpose of this paper is to gain a better understanding of the effects of recruiter friendliness and both verifiable and non-verifiable job attributes in the recruitment process.

In total, 498 participants watched a videoed simulation of a recruitment interview and completed a questionnaire. Three-way analysis of variance (ANOVA) was used to test the interaction and main effect hypotheses.

Applicant reactions were more favorable with a friendly recruiter. The more favorable the verifiable job attribute information (JAI), the more favorable the applicant reactions were to the employment opportunity. Compared to applicants who received negative or no non-verifiable JAI, applicants who received positive or mixed non-verifiable JAI were more attracted to the recruiter, perceived the employment opportunity as more desirable, and were more willing to pursue the employment opportunity. Reactions were most favorable in the positive non-verifiable JAI condition, less favorable in the mixed condition, and least favorable in the negative condition. Surprisingly, the “no information” mean was above the negative information condition.

This fully crossed 2 × 3 × 4 experiment simultaneously examined 2 levels of recruiter friendliness, 3 levels of verifiable job attributes and 4 levels of non-verifiable job attributes. The five dependent variables were attraction to the recruiter, attraction to the employment opportunity, willingness to pursue the employment opportunity, the perceived probability of receiving a job offer and the number of positive inferences made about unknown organizational characteristics. Previous research examining the effects of employment inducements and job attributes were conducted in field settings where it is difficult to control the amount and favorability of JAI applicants receive.

This study examined the career attainment of managerial women and minorities in an internal labor market. The interactive effects of age, gender, and race were examined on the career attainment levels of women, African‐Americans, Asian‐Americans and Hispanics. A sample of 7,084 US managers was studied; 3,456 women and minority managers were compared to 3,628 white male managers who entered the firm in the same year and in the same department. Consistent with previous research, women and minorities experienced lower career attainment than white males in this sample. Results suggest that minority women do not experience the “double jeopardy” associated with belonging to two classes of protected characteristics; nor the “triple jeopardy” of age, race and gender.

Over the next 25 years, STEM (science, technology, engineering, and mathematics) occupations will increase at rates higher than those in any other professional field. The inevitable rise in career opportunities, and the multiplicative impact across technology in a wide range of fields, will continue to create gaps that can and should be filled by professionals with diverse skill sets. It is essential to increase equitable access to future available jobs for historically underserved populations, such as women with autism, as they possess skills and perspectives that offer different approaches to job tasks in STEM fields. Considering the intersectional barriers that women face in the workforce, we have written this chapter to bring much needed attention to the interventions that employers can and should enact to support the women of Generation A. We offer the FACES framework (Facilitation, Awareness, Connection, Exposure, Support) as a guidepost for companies and organizations that endeavor to support women with autism in professional preparation and on-the-job development. We corroborate our framework recommendations with labor market data that offers insight into future projections regarding STEM fields and the associated opportunities and careers.

Over one million individuals diagnosed with autism spectrum disorder (ASD) will be entering adulthood and attempting to cultivate fulfilling, meaningful life experiences. These young adults with ASD represent Generation A. The workplace will be a major element in cultivating fulfilling lives for Generation A. Social interaction is an integral component for functioning within most postsecondary and occupational settings. It is necessary to understand the interaction between autistic adults and organizations to understand potential social and behavioral deficits. The workplace is inherently a social place. Understanding both formal and informal social information in the workplace may be critical to successful job performance. Fit, particularly person–organization fit, is used to address this social nature of the workplace. Understanding this interaction helps provide a means for crafting both individual and organizational interventions which support autistic adults in the workplace. This chapter provides an analysis of interventions that support those with ASD in the workplace. It is proposed that these interventions will help create a more supportive work environment for those with ASD. As important, it is proposed that the accommodations for those with ASD are reasonable for any organization seeking to improve both satisfaction and performance for all its employees. By addressing these issues, organizations have the potential to create a more satisfying workplace for all workers, not just those in Generation A.

To introduce a model which examines the relationship between recruiters’ perceptions of image and the stigma of image norms.

This paper examines the influence of image norms on recruiters’ perceptions of applicants during interviews and explores the manner in which recruiters may stigmatize applicants. A model is presented which explores how image norms may be used to stigmatize applicants and affect recruiters’ decisions.

Image norms are found to have an influence on recruiters’ evaluations of applicants during the interview process.

Empirical tests of the model are suggested to illustrate how image norm violations lead to stigmatization during the recruitment process.

Applicants who are denied entry into organizations on the basis of their appearance or image, experience a subtle, yet unacceptable form of employment discrimination. Organizations need to ensure that they are not excluding potential employees who do not meet the image norm expectations of recruiters. Organizations need to make sure that the image norms used to evaluate applicants are not a proxy for discrimination based on protected characteristics.

This paper looks at image, a broader construct than physical attractiveness, to ensure equal opportunities for everyone. This is the first paper to consider the discriminatory effects of image in organizations.

Neurodiverse conditions, or developmental disorders, are neither well-known nor understood by the general population in Trinidad and Tobago. Awareness of, or sensitivity toward, children with autism spectrum disorder (ASD), in particular, is lacking in Trinidad and Tobago. Generation A is those persons who will reach adulthood in the next decade or so and be seeking employment opportunities. Given the current challenges faced by persons with ASD in securing and maintaining employment and the fact that this is a generally underexplored area of research, focusing on Generation A provides an opportunity to explore what provisions are in place for individuals with ASD to assist with future transitions into the workplace in Trinidad and Tobago. This chapter focuses on the existing policy, legal, and institutional framework in Trinidad and Tobago for ASD in the workplace, with particular reference to Generation A, to determine how it is currently addressed and what accommodations are being made to facilitate this demographic. A review of ASD-related data and select, relevant policy, law and institutions in Trinidad and Tobago has revealed that very few preparations, if any, are being made to facilitate Generation A individuals' entry into the workplace. The most relevant sector for addressing ASD needs falls to the NGO movement, but these organizations do not focus on employment preparation. Several recommendations for the key stakeholders in this process have been made that can assist in this regard.

A manager's role is to increase organizational knowledge creation. The concern is not that individuals with autism spectrum disorder (ASD) do not have the performance skills; the concern is they do not socialize well with others (McIntosh, 2016), and it is the social environment that impacts knowledge creation (Amabile, Conti, Coon, Lazenby, & Herron, 1996). According to Baron-Cohen (1988), cognitive theory is a better predictor for how we socially interact with each other than how we feel toward each other. Cognitive Style, according to Zhang and Sternberg (2005), “is one's preferred way of processing information and dealing with tasks.” The abilities and behaviors of individuals with autism are highly linked to their cognitive style (Grandin, 1995). According to Zhang and Sternberg (2005), cognitive styles are at least partially socialized, suggesting that styles can be cultivated and modified to fit the social and organizational environment. According to Downs and Smith (2004), individuals with ASD are capable of cooperative behavior, and the best news of all is that all individuals with ASD's cognitive styles are trainable to fit the social, organizational environment.