A MULTILEVEL INTEGRATION OF PERSONALITY, CLIMATE, SELF-REGULATION, AND PERFORMANCE

The purpose of this multilevel study was to test whether regulatory focus mechanisms (promotion focus and prevention focus; Higgins, 1997 , American Psychologist, 52, 1280–1300; Higgins, 2000 , American Psychologist, 55 , 1217–1230) can help explain how group safety climate and individual differences in Conscientiousness relate to individual productivity and safety performance. Results, based on a sample of 254 employees from 50 work groups, showed that safety climate and conscientiousness predicted promotion and prevention regulatory focus, which in turn mediated the relationships of safety climate and Conscientiousness with supervisor ratings of productivity and safety performance. Implications for theory and research on climate, motivation, and performance and avenues for future research are discussed.     

ORGANIZATIONAL PERFORMANCE AND ORGANIZATIONAL LEVEL TRAINING AND SUPPORT

The present study uses both objective and survey data to examine relations among retail sales training, organizational support, and store performance and to examine whether training interacts with organizational support to predict store performance. The study is unique in that it presents an example of the analysis of the relationship between organizational level measures of training and performance, as opposed to more traditional individual level measures. Archival data in a correlational design were analyzed for 62 stores belonging to the same international merchandising firm. Two measures of training and two measures of support were used to predict two measures of store performance. Results indicated that training and organizational support were significantly correlated with both measures of store performance, although the relationship between training and organizational performance was stronger. In contrast to predictions, there were no significant interactions between the training and support variables.     

EFFECTS OF FEEDBACK AND COGNITIVE PLAYFULNESS ON PERFORMANCE IN MICROCOMPUTER SOFTWARE TRAINING

A field experiment of 68 full-time employees studied the effects of performance feedback and cognitive playfulness (that is, cognitive spontaneity in human-computer interactions) on microcomputer training performance. In addition, this research examined the impacts of performance feedback and cognitive playfulness on software efficacy perceptions and on a variety of affective outcomes, including satisfaction with feedback, satisfaction with training, and positive mood. The findings suggest that positive feedback generally results in higher test performance and more positive affective outcomes, than does negative feedback. Similarly, employees higher in cognitive playfulness demonstrated higher test performance and more positive affective outcomes than those lower in cognitive playfulness. Finally, a significant feedback × playfulness interaction on test performance was found. Specifically, employees lower in cognitive playfulness benefited more from the positive feedback than did those higher in cognitive playfulness. Implications for practice and future research are discussed.     

EFFECTS OF CHARISMATIC INFLUENCE TRAINING ON ATTITUDES, BEHAVIOR, AND PERFORMANCE

This study investigated the effectiveness of training in 2 components of charisma (charismatic communication style and visionary content). Forty-one business students received charismatic influence training, presentation skills training, or no training. All participants prepared and gave a speech. Groups of 2-3 students ( N = 102) watched 1 of the videotaped speeches and then performed a task based on the speech instructions. Charismatic influence trainees performed better on a declarative knowledge test and exhibited more charismatic behaviors than those in the other conditions. In addition, participants who viewed a charismatic influence trainee performed best.     

EFFECTS OF SELF-RECORDING ON ATTENDANCE AND PERFORMANCE IN A COMPETITIVE SWIMMING TRAINING ENVIRONMENT

Swimmers' attendance at training and work rates were described by their coaches as being poor and irregular. Reinforcement contingencies were developed to remedy these unsatisfactory conditions. Two experiments were conducted. A multiple baseline design verified the effects of publicly marking attendance at practice as a sufficient solution for reducing absenteeism, tardiness, and leaving early. Follow-up analyses showed this contingency to have lasting effects. In the second experiment, a reversal design was used to assess the effects of employing program boards as a means of increasing work output during practice. Work rates in eight selected swimmers were elevated by an average of 27.1% when the boards were instituted. Follow-up evaluations showed that the use of the program boards had lasting effects. Publicly checking the completion of each training unit of work changed the nature of the swimming environment to produce a more productive use of time. The role of the coach was subsequently changed as less time was spent in directing and supervising behaviors.     

A CRITICAL REVIEW OF FEMALE PERFORMANCE,PERFORMANCE TRAINING AND ORGANIZATIONAL INITIATIVES DESIGNED TO AID WOMEN IN THE WORK-ROLE ENVIRONMENT1

The research dealing with female managerial performance has generally been plagued with empirically inconsistent results, anecdotal literature and an inability to develop generalizable theory. A prepositional analysis of the female performance literature is utilized in an effort to provide direction and focus. The paper concludes that methodological problems may be contributing to invalid conclusions concerning female performance, and efforts to improve performance. In addition, it is concluded that organizational initiates designed to aid women have not been significant.     

PERFORMANCE FEEDBACK EFFECTS IN TRAINING: THE ROLE OF PERCEIVED CONTROLLABILITY

A field experiment with 86 employees tested whether performance feedback that attributes past performance to factors within trainees' control would result in heightened software efficacy, goal commitment, positive mood, and learning, compared to feedback that attributes past performance to factors outside trainees' control. In addition, we assessed whether the use of feedback would produce a Galatea effect, or gain in trainees' performance that is the result of a boost in their self-efficacy. The results show that trainees who received feedback that attributed their performance to factors within their control had higher software efficacy. Software efficacy was positively related to learning (both declarative knowledge and compilation). Contrary to our expectations, feedback did not influence goal commitment or positive mood. Further, a statistically significant Galatea effect was not obtained; however, feedback that attributes performance to factors outside trainees' control was related to a decrease in software efficacy.     

STAFFING AND TRAINING: NEGLECTED SUPERVISORY FUNCTIONS RELATED TO GROUP PERFORMANCE

The study was conducted in 43 library work groups. Supervisory role performances were measured by averaging questionnaire responses gathered from each group's members. Group performance was measured by questionnaire responses gathered from the supervisors of the groups. (The supervisors'performance assessments were tested against the members'perceptions, absence rates, and group ratings provided by the top executive staff of the library system). The study identified eight leadership functions which are performed differentially by the supervisors of the groups. Four of these role performances are related to the index of group performance. Two of the supervisors'activities, staffing and training, control major portions of the variance in group performance.     

TRANSFER TRAINING METHOD: ITS INFLUENCE ON SKILL GENERALIZATION, SKILL REPETITION, AND PERFORMANCE LEVEL

This study contrasted goal setting and self-management training designs for their effectiveness in facilitating transfer of training to a novel task. Behavioral measures of performance were used to assess transfer in terms of skill generalization, skill repetition and overall performance level. Skill generalization was more limited among the goal-setting trainees as compared to the self-management trainees. While goal-setting trainees generalized fewer skills to the novel task context, these skills tended to be used more repeatedly. In contrast, self-management trainees exhibited higher rates of skill generalization and higher overall performance levels on the transfer task, even after the effects of outcome goal level were controlled. Implications are discussed for future research on training transfer.     

SELF-INSTRUCTIONAL TRAINING TO INCREASE INDEPENDENT WORK PERFORMANCE IN PRESCHOOLERS

The generalized effects of self-instructional training on the classroom performance of three “impulsive” preschool children were investigated using a multiple-baseline design across subjects. Measures of child and teacher behavior in the classroom were obtained through direct observations during a daily independent work period. Self-instructional training followed Meichenbaum and Goodman's (1971) approach, except that training materials consisted of naturalistic task worksheets rather than psychometric test items and training sessions were of shorter duration. For all three children, self-instructional training resulted in increased levels of accuracy on worksheets in the classroom that were similar to those used in training. Results related to several supplementary measures were less clear; however, they suggested that rates of on-task behavior may also have improved, and that a mild classroom intervention further strengthened on-task rates and effected consistent work completion for all three children. The findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self-instructional training sessions. The level of teacher attention was controlled to rule out its effect on changes in child behavior.     

工作记忆与领域知识在个体认知行为中的作用

新近研究表明,工作记忆和领域知识在个体认知行为上起了积极的作用,对二者关系的研究有三种观点：一是强调工作记忆或领域知识在认知行为中的单独作用;二是综合考察二者在个体认知行为中的不同作用;三是建立模型,阐述工作记忆和领域知识在认知行为中的作用。最后针对当前有关此方面的研究,探讨有关工作记忆和领域知识作用研究的发展趋势。     

KNOWLEDGE AND IMAGINATION IN FICTION AND AUTOBIOGRAPHY

Abstract: Autobiographies are particularly interesting in the context of moral philosophy because they offer us rare and extended examples of how other people think, feel and reflect, which is of crucial importance in the development of phronesis (practical wisdom). In this article, Martha Nussbaum's use of fictional literature is shown to be of limited interest, and her arguments in Poetic Justice against the use of personal narratives in moral philosophy are shown to be unfounded. An analysis of Aristotle's concept of mimesis shows that Nussbaum's claims for fictional literature also apply to personal narratives. A case is then made for the importance of personal narratives in developing practical wisdom, and three sub‐genres of autobiography are discussed: (1) the confession, (2) the apology and (3) the testimonial. These sub‐genres exemplify some of the unique features of personal narratives.     

INCREASED ACCURACY FOR RANGE RESTRICTION CORRECTIONS: IMPLICATIONS FOR THE ROLE OF PERSONALITY AND GENERAL MENTAL ABILITY IN JOB AND TRAINING PERFORMANCE

A recently developed procedure produces substantial improvements in the accuracy of corrections for range restriction and reveals that predictive validities of employment selection methods are higher than previously thought. This study applied this procedure to meta‐analytic validities of 2 personality measures (Conscientiousness and Emotional Stability) and general cognitive ability measures. Results show that the increases in validity estimates are greater for cognitive ability than for personality, reducing the relative validity of personality. In addition, the incremental validity of these personality measures over that provided by cognitive ability is smaller than previously estimated. Path analyses based on the more accurate data reveal relatively smaller path coefficients from these personality traits to job and training performance. These findings have implications for theories of job performance and for the practical value in selection of personality measures relative to cognitive ability measures.     

EXPERIENCE AND CONCEPTUALIZATION IN MYSTICAL KNOWLEDGE

Abstract. The purpose of this article is to explore certain parallels and divergencies between contemporary philosophy of science and the comparative study of mysticism. Two types of mystical experiences, "depth-mystical" and "nature-mystical," are first differentiated. Next, the role of both experience and doctrine in the development and justification of mystical knowledge is defended. Finally, the issue of whether one mystical system can be established as superior to others is discussed.