INTERPERSONAL AFFECT AND PERFORMANCE APPRAISAL: A FIELD STUDY

Interpersonal affect has been found, in prior laboratory research, to be related to ratings of job performance. Such findings have been taken to mean that affect creates bias in ratings. The present study was conducted to determine if this relationship would hold up in a field setting. The present study was also designed to examine how structured diary-keeping, and the nature of the appraisal instrument, might be related to affect-appraisal relationships. The results for 85 raters, and 404 ratees, suggested that affect was significantly related to all ratings, but more strongly related to trait-like ratings than task/outcome-like ratings, and that having raters keep performance diaries actually increased the strength of the relationship between affect and ratings. We concluded that affect may not be a biasing influence on ratings, but may be a result of better subordinate performance. Results from an analysis of the diary content supported this conclusion. Implications for the role of affect on ratings and the nature of the relationship between past performance and interpersonal affect in field settings are discussed.     

A FIELD STUDY OF PERFORMANCE APPRAISAL PURPOSE: RESEARCH- VERSUS ADMINISTRATIVE- BASED RATINGS

Many researchers have discussed the theoretical and practical importance of rating purpose. Nevertheless, the body of empirical studies, the majority of which were conducted in a laboratory setting, focus on leniency. There has been little research on other effects of rating purpose. The present study examines 223 ratees in a field setting for whom there were both administrative-based performance appraisal ratings (which were actually used for personnel decisions) and research-based performance appraisal ratings (obtained for a validation study). Two of the hypotheses were supported; administrative ratings were more lenient than research-based ratings. The administrative-based ratings demonstrated a statistically significant relationship with ratee seniority, while the research-based ratings did not. There was mixed support for a third hypothesis: Research ratings were significantly correlated with a predictor, while the administrative ratings were not. The difference between the validity coefficients, however, was not significant. Contrary to the hypothesis, the rank order between administrative-based and research-based ratings was relatively high ( r = 33).     

A FIELD STUDY OF THE RELATIONSHIP BETWEEN THE ORGANIZATIONAL FEEDBACK ENVIRONMENT AND PERFORMANCE

This field study used the Job Feedback Survey (Herold & Parsons, 1985) and performance data gathered from multiple sources to examine the relationship between the perceived organizational feedback environment and performance. Regression analyses indicated that, while holding the other feedback variables constant, feedback from supervisory and organizational sources was related to reported job performance while feedback from peers and self was not. Most of the unique variance in performance explained by feedback was also accounted for by feedback from organizational and supervisory sources. Negative expressions from organizational/supervisory sources (e.g., the supervisor expressing anger, the company communicating dissatisfaction with poor performance) were related to lower performance, and positive job changes initiated by these sources (e.g., increasing responsibility, assignment to special jobs) were related to higher performance. Higher performers did not receive more feedback than lower performers but did receive more total positive feedback. Supplemental issues, possible explanations, and implications of the findings are discussed.     

THE EFFECTS OF GOAL-CONTINGENT PAYMENT ON THE PERFORMANCE OF A COMPLEX TASK1

Using a highly complex, computerized decision-making task, 56 university students participated in a six-week long, repeated measures, goal-setting project, involving different payment systems. Results indicated that goal-contingent payment is superior to hourly payment in influencing performance, even though the perceived valence of payment and the actual amount paid is substantially less. Discussion pointed out the limitations of the findings, including some basic equivocality in determining why such results were obtained. Discussion then focused on the implications of the findings for future investigations.     

关联效应的实验研究

对汉语双字词的关联效应进行了实验研究,结果发现：语义关联效应显著,而语音关联效应则不存在。被试对各词再认判断确信程度和使用频率判断的模糊统计结果,在一定程度上验证了模糊痕迹理论的概括性表征、细节性表征和梗概抽取等观点,并在一定程度上验证了记忆归因理论。     

EFFECTS OF CONTINGENCY CONTRACTING ON STUDY RATE AND TEST PERFORMANCE1

A contingency contracting program designed to increase study rate and subsequent test performance was implemented with a group of undergraduate psychology students. The function of the contingency contracting program in producing increased study rate was evaluated by individual experiments with each student in an experimental contracting group. The overall effect of the program on test performance was assessed by comparing the final scores for the course earned by the experimental group with those earned by two matched control groups. A reversal procedure established that contingency contracting did significantly increase the study rate of students of a wide range of ability. However, it was selectively effective in improving the test performance of below-average students only. Study rate gains in contracted courses did not generalize to noncontracted courses. Self-recording of study time in the absence of scheduled differential consequences did not improve test performance. Study rate under no-consequence conditions varied with test schedule. For both consequence and no-consequence groups, the correlation between study time and final score for the course was only moderate.     

DEVELOPMENT OF A BEHAVIORALLY BASED PERFORMANCE APPRAISAL SYSTEM

This paper describes the development of a behaviorally based performance appraisal system. Blanz and Ghiselli's Mixed Standard Scale was used as the basis for developing the performance appraisal system for assessing the performance of highway patrol personnel. However, the particular developmental procedures described here differ in some respects from those reported in the literature. Rather than developing rating items describing general traits such as "diligence,""initiative," or "enthusiasm" in behavioral terms, the items in the present scale were developed to describe proficiency levels of specific job tasks. This characteristic is expected to enhance the objectivity of the evaluation system for both appraisal and job counseling purposes. The appraisal instrument was subjected to a series of reliability and validity tests that demonstrated its high reliability and validity. Although the content of the appraisal sytem desribed here included highway patrol tasks, a similar system could be developed using the procedures described for a wide variety and level of jobs.     

有关开设思维能力训练课程对中学生智能水平影响的实验研究

本实验探讨思维能力训练课程对于中学生(初一和高一)智能的影响。实验历时三个月,12课时。结果表明:中学生在掌握了一定的思维策略后,能够在较短的时间内提高其智能水平;在一定的范围内思维能力训练效果是可以迁移的;性别、年龄差异对训练效果没有显著影响;学生原有的智能水平与训练效果之间存在着交互作用。     

BEHAVIORAL OBSERVATION SCALES AND THE EVALUATION OF PERFORMANCE APPRAISAL EFFECTIVENESS

An earlier article by the present authors (Bernardin and Kane, 1980) pointed out a serious flaw in the conceptual basis of Behavioral Observation Scales (BOS). The present article explains this flaw in more detail and shows that its solution would make BOS indistinguishable from other methods already in existence. The focus then shifts from the conception of appraisal methods to their evaluation with the presentation of a discussion of the special problems of error capitalization that arise in the use of item analysis in the development of multi-item rating scales. This discussion proceeds to describe the correct approach to removing the effects of error capitalization in the evaluation of the psychometric properties of such rating scales.     

THE EFFECTS OF FEEDBACK ACCOUNTABILITY ON UPWARD APPRAISAL RATINGS

Do subordinates feel and respond differently to upward appraisal procedures depending on whether they are accountable or anonymous? Accountability requires subordinates to identify themselves on the upward appraisal questionnaires they complete. In an experimental field study, 38 managers and their subordinates from an insurance company were randomly assigned to use one of the appraisal procedures. As hypothesized, managers who received feedback from specific individuals in the accountability procedure viewed the upward appraisal process more positively than did managers in the anonymity procedure. However, subordinates felt more comfortable giving anonymous responses. As a result, subordinates who used the accountability procedure rated their managers significantly higher than the subordinates who responded anonymously. Therefore, the results of this study suggest that an upward appraisal procedure in which individuals are accountable for their responses may produce inflated ratings of managers' performance. Further research should compare the accountability and anonymous upward appraisal procedures to determine which procedure produces more accurate ratings.     

基于因果关系归类中的实验效应

采用与Rehder实验相同的程序,考察了不同非典型特征值用语和基本比率信息表达方式对基于因果关系归类的影响.实验1结果表明,非典型特征值采用"正常"或典型特征值的相反值并不会对归类中的实验效应产生不同的影响.实验2结果表明,与将基本比率信息表达为具体明确的一个值"75%"相比,"A倾向于具有特征X"的表达方式会削弱一致性效应.突显因果位置效应.这些结果说明.改变两种实验效应强度的是Marsh和Ahn实验中采用的基本比率信息的表达方式而不是Rehder实验中的非典型特征值用语.     

TRUST AND THE COMMUNICATION OF PERFORMANCE APPRAISAL INFORMATION: THE EFFECT OF FEEDBACK ON PERFORMANCE AND JOB SATISFACTION

The feedback of performance appraisal information is a critical communication activity in organizations. Research on the topic, however, has generally been limited to (1) treating feedback as an undifferentiated construct, and (2) not examining the important moderating impact of trust of the receiver in the sender. Using a sample of 100 managers, this study explores the dimensionality of the feedback construct, the relationships of feedback to individual performance and satisfaction, and the moderating effects of trust on these associations. Results indicate that various aspects of feedback are differentially related to performance and satisfaction under conditions of high and low trut. Importantly, the communication of performance appraisal information is found to be a more important correlate of satisfaction and performance for subordinates who express low trust in their superiors.     

汉字双向启动效应的实验研究

以五类高、中、低频汉字为材料．用词汇决定任务与诵读回忆任务间的相互启动方法,对汉字启动效应进行了初步探讨。结果发现,形与音都具有启动作用;低频字表现出受到或产生更大的抑制性启动作用;对于真伪识别任务,则诵读回忆任务中与其字形相似的字产生的启动效果更大;对于诵读回忆任务,则真伪识别任务中与其字音相似的字产生的启动效果更大．结果表明,字形与字音启动作用的大小取决于目标字加工中二者相对作用的大小。     

THE EFFECTS OF DIFFERENT REINFORCEMENT CONDITIONS ON THE TEST PERFORMANCE OF MULTIHANDICAPPED DEAF CHILDREN1

The present study explored the effects of different reinforcement conditions on the number of correct responses on the Raven Progressive Matrices. Four groups of 11- to 18-year-old multihandicapped deaf children matched on the basis of mean age and pretest scores were used. The groups were randomly assigned to any of four posttest conditions: end-of-session reinforcement, noncontingent reinforcement, delayed reinforcement, and immediate reinforcement. The mean posttest score of subjects tested under the immediate-reinforcement condition was significantly higher than that of any other group. No significant differences were observed between the mean posttest scores of the three other groups. The practical implications of using reinforcement procedures for testing purposes are discussed.     

THE EFFECTS OF DIFFERENTIAL GOAL WEIGHTS ON THE PERFORMANCE OF A COMPLEX FINANCIAL TASK

This study involved taking goal-setting research in a new direction. Its purpose was to determine whether people could attain outcomes on a complex task that would be in line with differential goal weights corresponding to different aspects of the task. One hundred twenty-nine bank lending officers were run through a four-period, lender-simulation exercise. Teams of two to six persons competed with two to five other teams in terms of five weighted performance goals: portfolio yield, portfolio size, net income, net charge-offs, and credit file deficiencies. Weights for each performance goal were equal for each team in Periods 1 and 2. In Period 3 teams could set their own goal weights within a range. During this period goal weights were significantly related to performance for three of four relevant criteria. In all but Period 4 each group had to maintain a minimum return on assets (ROA) standard or suffer penalties. In Period 4, when the ROA standard became inoperative, ROA performance decreased significantly. These results confirm the effectiveness of goal setting (1) with complex tasks, (2) using the group as the unit of analysis, and (3) using multiple goals with differential weights.