THE NEW UNIFORM GUIDELINES ON EMPLOYEE SELECTION PROCEDURES IN THE CONTEXT OF UNIVERSITY PERSONNEL DECISIONS

The new Uniform Guidelines on Employee Selection Procedures are considered in a context of university employment decisions. The use of student evaluations as valid criteria for faculty personnel decisions such as hiring, retention, tenure, promotion, or salary increases is examined. Standards of validity contained in the Guidelines are probably not being met with regard to most student rating forms currently used. Recommendations are made regarding use of student and administrators' ratings as criteria for personnel decisions. The need for studies on contaminating sources of variance in ratings is emphasized.     

EXPERIENCING THE WORLD AS THE EVOLVED IMAGE OF GOD: RELIGION IN THE CONTEXT OF SCIENCE

Religion must be seen as the result of the learning processes of humanity, as they manifest themselves in human interaction with and experience of reality. Such interaction depends on knowledge that provides the basis for practices of orientation and transformation. Religion as part of human culture provides resources for identifying lasting significance of experience in light of what appears to be ultimate conditions for a good and flourishing life. Thus, it is also possible to understand human distinctiveness as manifest in the dynamic practices in which humans participate, and of which religious practices are part. Therefore, it is not specific attributes that make humans distinct from other species but how they engage these in relation to the various experiential dimensions and ascribe significance to some of these in light of what they understand as ultimate sources of orientation and transformation.     

THE NEW EVANGELIZATION IN AN ECCLESIOLOGICAL CONTEXT

This paper will seek to explore some of the implications of the new evangelization from an ecclesiological perspective. A key question is, what is an appropriate ecclesiological context for the new evangelization? Any conclusions or recommendations about how to respond and contextualize the new evangelization need to be grounded in an appropriate ecclesiology; one that sits well with contemporary Catholic scholarship, especially in light of the teaching of the Second Vatican Council. Following Dulles, no single approach to ecclesiology can fully explain the complex nature of the Church. Taking the ecclesiology of Lumen Gentium as a departure point a number of perspectives will be addressed, but an argument will be made for understanding the new evangelization within an ecclesiology of communion and of discipleship.     

AN OBJECTIVE GROUP QUESTIONNAIRE AS A SUBSTITUTE FOR A PERSONAL INTERVIEW IN THE PREDICTION OF SUCCESS IN MILITARY TRAINING IN ISRAEL

The need for reliable and valid measures of personality and motivational factors in the prediction of success in military training was discussed. The personnel classification system currently used by the Israeli Army was briefly described. The personality factors used in that system are measured by an interview, which is individually administered to each enlisted man. The goal of the present study was to replace this interview by an objective group questionnaire, with the hope of saving time, manpower and effort without any loss to predictive validity. The criterion for validation of the system was the performance of the soldiers in elementary training. This performance was assessed by commanding officers and by peers. The results showed that the questionnaire is eventually equivalent to the interview as a predictor of performance in military training. It was concluded that the questionnaire should be preferred for economical reasons.     

SUPERVISORY AND EMPLOYEE CHARACTERISTICS AS CORRELATES OF EMPLOYEE SALARY INCREASES

Previous research on merit pay has focused on the context in which merit decisions take place and on characteristics of the employee. In the present study it was hypothesized that not only do employee characteristics influence merit increases, but so do characteristics of the employee's supervisor. The results from 175 employees in a midwestern manufacturing plant showed that 11% and 24% of the variance in employee salary increases were attributable to supervisory and employee characteristics, respectively. These results suggest that supervisory characteristics should be included in future research involving correlates of employee salary increases and by organizations when auditing the administration of merit pay plans.     

GENERALIZATION OF EMPLOYEE INVOLVEMENT TRAINING TO THE JOB SETTING: INDIVIDUAL AND SITUATIONAL EFFECTS

This study examined whether variables at individual, unit, and suborganization levels influence the extent to which the knowledge and skills learned in employee involvement (EI) training are generalized beyond specific EI activities. Training generalization occurs when the knowledge and skills learned in training for a specific purpose in one context (e.g., EI training for use in quality circles) are applied by trainees in another context (e.g., regular job duties). A multiple-cross-level design using data gathered from 252 employees and supervisors drawn from 88 units across 11 suborganizations provided support for both individual and situational effects. Hierarchical regression results demonstrated that characteristics at individual, unit, and suborganization levels significantly predicted the extent EI knowledge, skills, and attitudes were generalized to the core job activities. As predicted, trainees were more likely to use EI training in performing core job activities the more EI activities they participated in, the greater their commitment to the organization, and the less cynical they were about the likelihood of positive organizational change. Contrary to expectations, more generalization of EI training was found to occur in units and suborganizations with less participative climates.     

THE CHANGING CULTURAL CONTEXT OF THE INSTITUTE ON RELIGION IN AN AGE OF SCIENCE AND ZYGON

Since Zygon: Journal of Religion and Science was founded 49 years ago and since one of its co‐publishers, the Institute on Religion in an Age of Science (IRAS), was founded 60 years ago, there have been significant developments in their various cultural contexts—in science, in religion, in culture, in academia, and in the science and religion dialogue. This article is a personal remembrance and reflection that compares the context of IRAS in 1954 when it was first organized with the context of IRAS and Zygon today. It considers the contemporary niche of IRAS in relation to the developments that have occurred over the past 60 years.     

THE CULTURAL CONTEXT: A FACTOR IN ASSERTIVENESS TRAINING WITH MAINLAND PUERTO RICAN WOMEN

This study examined the inclusion of a cultural component in an assertiveness training program. Participants ( n = 40) were low income Puerto Rican women. There were four training groups divided up according to educational level. In addition, there was a no-training group consisting of Puerto Rican women who did not receive assertiveness training. Ten sessions of an hour and a half each were conducted over a period of 10 weeks. The training program was evaluated using a translation of the Adult Self-Expression Scale (Gay, Hollandsworth, & Galassi, 1975) as a pre/post program measure of assertiveness; evaluation forms completed by recipients at the close of each session were also used for evaluation purposes. Assertiveness scores of the training group were significantly higher than those of the no-training group. In addition, this effect was true regardless of level of education. Session-by-session evaluation forms suggested that cultural context may be an important mediator of assertive behavior. Limitations of the study are discussed, and it is recommended that future research examine the role of cultural factors in assertiveness training.     

USE OF APTITUDE SCORES AS PREDICTORS OF SUCCESS IN OCCUPATIONAL TRAINING UNDER THE MDTA

Results from studies utilizing the General Aptitude Test Battery (GATB) to predict success in specific vocational training programs authorized by the Manpower Development and Training Act of 1962 are summarized. The summary involves over 1,200 trainees from a number of states in a variety of occupational areas. Trainees from all included studies were combined and then subgrouped on the basis of number of years of formal education claimed. Good prediction was obtained for the 0–7, 8, 9, 10, 11, and 12 years-of-education groupings. The prediction obtained with the 13–16 years-of-education grouping is not at an acceptable level of significance, but this may be a result of the small sample available for this grouping. The results are seen as supporting Manpower Administration efforts to devise ways in which aptitude tests can be used to help match applicants with low levels of reported educational attainment with suitable vocational or training opportunities.     

QUESTIONING THE EFFECTIVENESS OF BEHAVIOR MODELING TRAINING IN AN INDUSTRIAL SETTING1

The intention of this study was to improve behavioral modeling's effectiveness by substituting managers for professional trainers and to evaluate the effect on 44 male supervisors using Kirkpatrick's four levels of evaluation: reaction, learning, behavior on the job, and performance. Twenty-two supervisors were trained with six behavior modeling modules and the effect was compared to a control group consisting of 22 supervisors. The research also examined the effects of trainees’ self-esteem and the perceived power of the trainers. The results showed that behavior modeling resulted in favorable reactions and an increase in learning, but did not produce behavior change on the job, or improved performance results. Power and self-esteem did not moderate the training effectiveness. The findings are compared with previous behavior modeling research. The discussion concludes with a recommendation for researchers to identify more complete theoretical models which explain behavioral change on the job (e.g., Maltz's theory of psycho-cybernetics) as opposed to relying solely on Bandura's social learning theory.     

AN EXAMINATION OF LEADERSHIP AND EMPLOYEE CREATIVITY: THE RELEVANCE OF TRAITS AND RELATIONSHIPS

Creativity is becoming a topic of ever-increasing interest to organizational managers. Thus, there is a need for a greater understanding of the dynamics between the personal and contextual factors responsible for creative performance in work settings. In particular, there is a need to identify the role of leadership for creativity. Until now, creativity studies have examined leadership and employee characteristics from a single-domain perspective. Data from 191 R&D employees of a large chemical company were used to test a multidomain, interactionist creativity model of employee characteristics, leader characteristics, and Leader-Member Exchange (LMX). Results suggest that employee intrinsic motivation and cognitive style, LMX, the interactions between employee intrinsic motivation and leader intrinsic motivation, and between LMX and employee cognitive style relate to employee creative performance as measured by supervisor ratings, invention disclosure forms, or research reports. Implications for practicing managers and research on leadership and creativity are discussed.     

IN VIVO VERSUS SIMULATION TRAINING: AN INTERACTIONAL ANALYSIS OF RANGE AND TYPE OF TRAINING EXEMPLARS

We analyzed the role of the range of variation in training exemplars as a contextual variable influencing the effects of in vivo versus simulation training in producing generalized responding. Four mentally retarded adults received single case instruction, followed by general case instruction, on washing machine and dryer use; one task was taught using actual appliances (in vivo) and the other using simulation. In vivo and simulation training were counterbalanced across the two tasks for the 2 subject pairs, using a within-subjects Latin square design. With both paradigms, more errors were made after single case than after general case instruction during probe sessions with untrained washing machines and dryers. These results suggest that generalization errors were affected by the range of training exemplars and not by the use of simulated versus natural training stimuli. Although both general case simulation and general case in vivo training facilitated generalized performance of laundry skills, an analysis of training time and costs indicated that the former approach was more efficient. The study illustrates a methodology for studying complex interactions and guiding decisions on the optimal use of instructional alternatives.     

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.     

THE INFLUENCE OF TRAINEE ATTITUDES ON TRAINING EFFECTIVENESS: TEST OF A MODEL

Studies of the influence of trainee characteristics on training effectiveness have focused on the ability level necessary to learn program content. Motivational and environmental influences on training effectiveness have received little attention. The purpose of this study was to test an exploratory model describing the influence on trainee career and job attitudes on training outcomes (learning, behavior change, performance improvement). Results of the study suggest that job involvement and career planning are antecedents of learning and behavior change. Future research directions and practical implications of the results are discussed.     

BEHAVIOUR OF RATS UNDER THE INFLUENCE OF ETHYL ALCOHOL IN AN OPEN-FIELD SITUATION

In a standardized open-field test, ambulation, defecation, time of non-locomotor activity, time spent motionless, preening, and rearing were recorded. Inter-observer differences were small. Test repetition caused significant behavioural changes. Different rats were used for each of five doses of alcohol (0.5–2 mg/g). The lowest dose (0.75 mg/g) affecting behaviour significantly increased time motionless, decreased non-locomotor activity, and depressed preening. Ambulation was the last sensitive measure of behaviour. The results suggest that arousal mechanisms are particularly sensitive to alcohol. The procedure seems useful for studies of effects of small doses of alcohol.     

PSYCHOLOGY IN THE CONTEXT OF THIRD WORLD DEVELOPMENT

Unlike other social sciences, psychology has for long remained outside the orbit of social change and national development. Because of the very nature of socio-economic development that is taking place in the Third World countries, psychology has a distinct role. Temporal compression and cacophonic nature of changes have caused conditions of instability that have brought to the fore many socio-psychological problems requiring immediate attention. The role of psychology in this context and the factors underlying the limited impact it has made so far have been discussed. Some robust findings in psychology that have obvious implications for policy formulation and action programme are outlined.