中国组织情境下的领导有效性：对变革型领导、领导-部属交换和破坏型领导的元分析

以91项实证研究(92个独立样本, 33517名员工)为对象, 综合使用元分析、相对权重分析和结构方程技术, 考察了中国组织情境下领导方式的有效性问题。研究者从导向(行为-关系)和性质(积极-消极)两个方面, 选择了变革型、领导-部属交换和破坏型3种领导方式; 从产出类型(态度-行为)方面, 选择了下属工作满意度、情感承诺、留职意愿、任务绩效和组织公民行为5种有效性指标。结果表明：(1)变革型领导和领导-部属交换与员工积极性态度和行为正相关, 破坏型领导与员工积极性态度和行为负相关。(2)三种领导方式的有效性有所不同：在对下属态度的影响上, 领导-部属交换作用最强, 变革型领导次之, 破坏型领导最弱; 在对下属行为的影响上, 破坏型领导作用最强, 领导-部属交换次之, 变革型领导最弱。(3)关系导向领导方式在行为导向领导方式与下属反应关系中起部分中介作用, 即除了直接影响, 变革型和破坏型领导还通过提高和降低领导-部属交换质量影响下属态度和行为。     

A quantitative review of the relationship between person-organization fit and behavioral outcomes

This paper extends the meta-analysis of Verquer, Beehr, and Wagner by providing a meta-analytic review of the relationship between person-organization fit (PO fit) and behavioral criteria (job performance, organizational citizenship behaviors, and turnover). Results indicate that PO fit is weakly to moderately related to each of these outcome variables. Results further show that the way in which fit is measured is an important moderator of fit-outcome relationships; however, definition of fit did not moderate the relationship between fit and behavioral criterion. Implications of these findings and avenues for future research are discussed.     

Time limits for completing fixed ratios

Two experiments investigated how the addition of time limits affected fixed-ratio behavior. In Exp. 1, pigeons obtained food only if they completed the ratio within a specified time after the end of the preceding ratio. In Exp. 2, they obtained food only if they took longer than a specified time. Failures to meet the time criteria produced brief timeouts. The times taken depended on the requirements in both experiments. In Exp. 1, progressively briefer time criteria resulted in faster ratios, and in Exp. 2, longer time criteria increased the time taken in each ratio. The pigeon's sensitivity to the temporal variable, a property of the entire period extending from the first opportunity to respond to the end of the ratio, indicated that performance involved a behavioral unit encompassing both the post-reinforcement pause and the responses comprising the ratio.     

Pediatric Feeding Disorders: A Quantitative Synthesis of Treatment Outcomes

A systematic review of the literature regarding treatment of pediatric feeding disorders was conducted. Articles in peer-reviewed scientific journals (1970–2010) evaluating treatment of severe food refusal or selectivity were identified. Studies demonstrating strict experimental control were selected and analyzed. Forty-eight single-case research studies reporting outcomes for 96 participants were included in the review. Most children presented with complex medical and developmental concerns and were treated at multidisciplinary feeding disorders programs. All studies involved behavioral intervention; no well-controlled studies evaluating feeding interventions by other theoretical perspectives or clinical disciplines met inclusion criteria. Results indicated that behavioral intervention was associated with significant improvements in feeding behavior. Clinical and research implications are discussed, including movement toward the identification of key behavioral antecedents and consequences that promote appropriate mealtime performance, as well as the need to better document outcomes beyond behavioral improvements, such as changes in anthropometric parameters, generalization of treatment gains to caregivers, and improvements in nutritional status.     

Adult attention-deficit/hyperactivity disorder: neuropsychological correlates and clinical presentation

We compared the neuropsychological test performance of adult ADHD patients to the neurocognitive profiles of control subjects recruited from the general population. We administered a neuropsychological test battery consisting of measures considered sensitive to either orbitofrontal or dorsolateral-prefrontal (DLPF) dysfunction. Orbitofrontal hypoarousal is associated with behavioral disinhibition and a relative indifference to punishment. The DLPF region may function as a central executive system. Indeed, DLPF dysfunction may underlie many of the cardinal symptoms associated with ADHD. We tested the following hypotheses: (1) adult subjects meeting DSM-IV criteria for ADHD, predominantly hyperactive-impulsive type, would display neuropsychological deficits on tasks sensitive to orbitofrontal dysfunction; (2) adult subjects meeting DSM-IV criteria for ADHD, predominantly inattentive type, would perform poorly on measures sensitive to DLPF dysfunction; and (3) adult subjects meeting DSM-IV criteria for ADHD, combined type, would exhibit performance deficits on orbitofrontal measures and on DLPF tasks. Results partially confirmed our hypotheses. Subtyping ADHD patients revealed important group differences. Distinct neurocognitive and clinical profiles were observed.     

Obtaining Systematic Teacher Reports of Disruptive Behavior Disorders Utilizing DSM-IV

This study examines the psychometric properties of the Vanderbilt AD/HD Diagnostic Teacher Rating Scale (VADTRS) and provides preliminary normative data from a large, geographically defined population. The VADTRS consists of the complete list of DSM-IV AD/HD symptoms, a screen for other disruptive behavior disorders, anxiety and depression, and ratings of academic and classroom behavior performance. Teachers in one suburban county completed the scale for their students during 2 consecutive years. Statistical methods included (a) exploratory and confirmatory latent variable analyses of item data, (b) evaluation of the internal consistency of the latent dimensions, (c) evaluation of latent structure concordance between school year samples, and (d) preliminary evaluation of criterion-related validity. The instrument comprises four behavioral dimensions and two performance dimensions. The behavioral dimensions were concordant between school years and were consistent with a priori DSM-IV diagnostic criteria. Correlations between latent dimensions and relevant, known disorders or problems varied from .25 to .66.     

Reducing the performance-cue bias in work behavior ratings: can groups help?

The authors examined whether the performance-cue bias can be reduced by relying on groups as raters. Study participants (N = 333) were provided with feedback regarding the performance of a workgroup and, after observing the group, assigned to an individual or group rater condition to complete a behavioral rating instrument. Results revealed that when provided with positive (vs. negative) feedback, individuals attributed more effective and fewer ineffective behaviors to the workgroup; however, group ratings were unaffected by the feedback. In addition, feedback biased the decision criteria and false alarm rates of individuals but not of groups. Discussion of when groups may attenuate versus amplify bias in performance appraisal judgments emphasizes 2 key elements-bias magnitude and task perception.     

TRAIT AND BEHAVIORAL THEORIES OF LEADERSHIP: AN INTEGRATION AND META‐ANALYTIC TEST OF THEIR RELATIVE VALIDITY

The leadership literature suffers from a lack of theoretical integration ( Avolio, 2007 , American Psychologist, 62, 25–33). This article addresses that lack of integration by developing an integrative trait‐behavioral model of leadership effectiveness and then examining the relative validity of leader traits (gender, intelligence, personality) and behaviors (transformational‐transactional, initiating structure‐consideration) across 4 leadership effectiveness criteria (leader effectiveness, group performance, follower job satisfaction, satisfaction with leader). Combined, leader traits and behaviors explain a minimum of 31% of the variance in leadership effectiveness criteria. Leader behaviors tend to explain more variance in leadership effectiveness than leader traits, but results indicate that an integrative model where leader behaviors mediate the relationship between leader traits and effectiveness is warranted.     

Predicting with the MMPI the adjustment of juvenile delinquents to institutionalization: does gender make a difference?

Relationships between Minnesota Multiphasic Personality Inventory (MMPI) scales and criteria were evaluated to determine if the MMPI is gender biased when considering a juvenile delinquent population. The MMPI was administered to 549 juvenile delinquents: 105 Black men, 37 Black women, 331 White men, and 76 White women. In addition, behavioral and rating measures were collected; they served as adjustment criteria. Except for the criterion assessing neurotic symptomatology, equations that regressed criteria on MMPI scales neither underpredicted nor overpredicted for a gender. The MMPI tended to underpredict ratings of neurotic symptomatology for women. Significant differences in correlation coefficients for Black men and women occurred for the behavioral, nonrating criteria. Scale 4 was the best predictor for Black men, whereas Scales, 8, F, 1, and 2 tended to be the best predictors for Black women. Some possible explanations for these results are offered.     

Interface systems in behavioral research

The methods and criteria to be used for the design of a general interface system are evaluated in the light of the number, variety, and variability of the data points in behavioral experimentation. A simple and flexible interface scheme is presented that should satisfy the needs of a behavioral research laboratory.     

The influence of defensive styles upon the predictive validity of the Thematic Apperception Test

This study investigated the extent to which defensive styles of individuals influence the predictive validity of their responses to a projective test. College subjects (n = 34) were exposed to laboratory procedures which provided the basis for identifying preferred style of dealing with aversive self-relevant information. Those who demonstrated the tendency to deny negative information about themselves and attribute it to others (projectors) gave responses to selected Thematic Apperception Test cards which were positively correlated with dependency and achievement criteria. In contrast, those who tended to deny negative information by selective forgetting (repressors) provided projective test responses which were negatively correlated with the two behavioral criteria. Although statistical significance was not consistently achieved, the trend of results supported the validity of Thematic Apperception Test performance of projectors or nonrepressors and inverse prediction from the responses of repressors or nonprojectors.     

Appraisal process in sheep (Ovis aries): interactive effect of suddenness and unfamiliarity on cardiac and behavioral responses

Appraisal theories state that an emotion results from an individual's evaluation of a stimulating event, which is based on a set of criteria. Each criterion triggers specific expressions that can be modulated by the outcome of other criteria. The authors analyzed the effects of the criteria of suddenness, unfamiliarity, and their combination on behavioral and cardiac responses in lambs (Ovis aries). Lambs were exposed to a visual stimulus that appeared either rapidly or slowly and was either unfamiliar or familiar. Suddenness induced a startle response and an increase in heart rate. Unfamiliarity induced an orientation response. The combination of suddenness and unfamiliarity enhanced both the heart rate increase and the behavioral orientation response. These results support the hypotheses of specificity and modulation of emotional expressions.     

The effectiveness of psychological skills training and behavioral interventions in sport using single-case designs: A meta regression analysis of the peer-reviewed studies

We used a novel meta regression analysis approach to examine the effectiveness of psychological skills training and behavioral interventions in sport assessed using single-case experimental designs (SCEDs). One hundred and twenty-one papers met the inclusion criteria applied to eight database searches and key sport psychology journals. Seventy-one studies reported sufficient detail for effect sizes to be calculated for the effects of psychological skills training on psychological, behavioral, and performance variables. The unconditional mean effect size for weighted (Δ = 2.40) and unweighted (Δ = 2.83) models suggested large improvements in psychological, behavioral, and performance outcomes associated with implementing cognitive-behavioral psychological skills training and behavioral interventions with a SCED. However, meta-regression analysis revealed important heterogeneities and sources of bias within this literature. First, studies using a group-based approach reported lower effect sizes compared to studies using single-case approaches. Second, the single-case studies, (over 90 per cent the effect sizes), revealed upwardly biased effect sizes arising from: (i) positive publication bias such that studies using lower numbers of baseline observations reported larger effects, while studies using larger numbers of baseline observations reported smaller – but still substantial – effects; (ii) not adopting a multiple baseline design; and (iii) not establishing procedural reliability. We recommend that future researchers using SCED’s should consider these methodological issues.     

The relationship between task difficulty and motor performance complexity

Difficult tasks are commonly equated with complex tasks across many behaviors. Motor task difficulty is traditionally defined via Fitts’ law, using evaluation criteria based on spatial movement constraints. Complexity of data is typically evaluated using non-linear computational approaches. In this project, we investigate the potential to evaluate task difficulty via behavioral (motor performance) complexity in a Fitts-type task. Use of non-linear approaches allows for inclusion of many features of motor actions that are not currently included in the Fitts-type paradigm. Our results indicate that tasks defined as more difficult (using Fitts movement IDs) are not associated with complex motor behaviors; rather, an inverse relationship exists between these two concepts. Use of non-linear techniques allowed for the detection of behavioral differences in motor performance over the entire action trajectory in the presence of action errors and among neutrally co-constrained effectors not detected using traditional Fitts’-type analyses utilizing movement time measures. Our findings indicate that task difficulty may potentially be inferred using non-linear measures, particularly in ecological situations that do not obey the Fitts-type testing paradigm. While we are optimistic regarding these initial findings, further work is needed to assess the full potential of the approach.     

Frame-of-reference training and cognitive categorization: an empirical investigation of rater memory issues.

We considered the effects of frame-of-reference (FOR) training on raters' ability to correctly classify ratee performance as well as their ability to recognize previously observed behaviors. The purpose was to examine the cognitive changes associated with FOR training to better understand why such training generally improves rating accuracy. We trained college students (N = 94) using either FOR or control procedures, had them observe three managers on videotape, and rate the managers on three performance dimensions. Results supported our hypotheses that, compared with control training, FOR training led to better rating accuracy and better classification accuracy. Also consistent with predictions, FOR training resulted in lower decision criteria (i.e., higher bias) and lower behavioral accuracy on a recognition memory task involving impression-consistent behaviors. The implications of these results are discussed, particularly in terms of the ability of FOR-trained raters to provide accurate performance feedback to ratees.     

Training behavioral technicians to implement naturalistic behavioral interventions using behavioral skills training

Training behavioral technicians mainly focuses on teaching accurate implementation of structured behavioral intervention programs. Often behavioral technicians are unable to adequately promote their clients' learning in less structured environments, which can limit opportunities for generalization of the clients' skills to the natural environment. The aim of the present study was to evaluate the effectiveness of using behavioral skills training to coach behavioral technicians on the implementation of naturalistic behavioral interventions. Naturalistic behavioral interventions take advantage of naturally occurring situations to teach new skills and practice mastered skills in natural settings, thus promoting generalization across environments and in the presence of natural contingencies. Five behavioral technicians were trained to implement a novel protocol based on play therapy. Specifically, they were coached to engage in well‐defined positive behaviors during their interactions with clients (e.g., labeled praise). All participants reached mastery criteria, maintained skills at follow‐up, and demonstrated generalization of skills with novel clients.     

Making behavioral technology transferable

The paucity of transferred behavioral technologies is traced to the absence of strategies for developing technology that is transferable, as distinct from strategies for conducting research, whether basic or applied. In the field of engineering, the results of basic research are transformed to candidate technologies that meet standardized criteria with respect to three properties: quantification, repetition, and verification. The technology of vitrification and storage of nuclear waste is used to illustrate the application of these criteria. Examples from behavior analysis are provided, together with suggestions regarding changes in practice that will accelerate the development and application of behavioral technologies.     

Personality characteristics of a community sample of adolescents with conduct disorders

The Millon Adolescent Personality Inventory (MAPI) was used to compare the personality styles, expressed concerns, and behavioral correlates of a community sample of conduct-disordered (n = 13) and non-conduct-disordered (n = 137) adolescents. Structured interviews with adolescents and parents were used to classify subjects using DSM-III criteria. Significant differences were found between groups. Conduct-disordered youth reported being very critical, harsh, and not respectful of others. They tended to seek out the unpredictable and to be moody and pessimistic. They expressed a lack of confidence in school performance and dissatisfaction with family life. These results support the usefulness of self-report measurements with troubled adolescents in general, and the validity of the MAPI in particular. Implications for diagnosis and treatment are discussed.     

A Theory of Individual Differences in Task and Contextual Performance

This article describes a theory of job performance that assumes that job performance is behavioral, episodic, evaluative, and multidimensional. It defines job performance as the aggregated value to the organization of the discrete behavioral episodes that an individual performs over a standard interval of time. It uses the distinction between task and contextual performance to begin to identify and define underlying dimen- sions of the behavioral episodes that make up the performance domain. The theory predicts that individual differences in personality and cognitive ability variables, in combination with learning experiences, lead to variability in knowledge, skills, and work habits that mediate effects of personality and cognitive ability on job perform- ance. An especially important aspect of this theory is that it predicts that the kinds of knowledge, skills, work habits, and traits that are associated with task performance are different from the kinds that are associated with contextual performance.