This study empirically examined implicit sources of bias in employment interview judgments and decisions. We examined two ethnic cues, accent and name, as sources of bias that may trigger prejudicial attitudes and decisions. As predicted, there was an interaction between the applicant name and accent that affected participants' favorable judgments of applicant characteristics. The applicant with the ethnic name, speaking with an accent, was viewed less positively by interviewers than the ethnic named applicant without an accent and non-ethnic named applicants with and without an accent. Furthermore, modern ethnicity bias had a negative association with the favorable judgments of the applicants, which, in turn, affected hiring decisions. Implications of the results, limitations of the study, and directions for future research are discussed.

In negotiation, pressures to reach an agreement are assumed to influence both the processes and the outcomes of the discussions. This paper meta-analytically combined different forms of time pressure to examine its effects on negotiator strategy and impasse rate. High time pressure was more likely to increase negotiator concessions and cooperation than low pressure as well as make agreements more likely. The effect on negotiator strategy, however, was stronger when the deadline was near or when negotiations were simple rather than complex. The effects were weaker when the opponent was inflexible and using a tough negotiation strategy. The effects on cooperative strategies were weaker when incentives for good performance were available than when they were not. Although time pressure in negotiation has significant effects, situational factors play a major role on its impact.

No longer on the fringes of research design, meta-analysis has established a methodological foothold in social science research. The use of meta-analysis as a research method to study social conflict, however, remains limited. This article is designed to increase the accessibility of meta-analyses, while identifying issues and controversies. To this end, we offer examples from our own experiences in an overview of the development, choices, and challenges of a meta-analysis, as well as more technical references for further instruction.

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The student-as-employee metaphor emphasizes student accountability and participation in learning and provides instructors with work-oriented methods for creating a productive class environment. The authors propose that the tenets of performance management in work organizations can be applied to the classroom. In particular, they focus on three important areas within performance management: identifying performance, developing performance, and dealing with the social environment associated with managing performance. Beyond implications for course management, the authors discuss the instructor's role in the performance management process, directions for future research, and the value of these classroom practices for the work setting.