FACE SUPPORT IN CONTROLLING POOR PERFORMANCE

The purpose of this study was to describe the use of face support in managerial communication on controlling poor performance. Face support was defined according to the degree of approval (positive face) and the degree of freedom given to poor performers to define a course of action (autonomy). Seventy bank branch managers were interviewed about a recent performance problem they had at tempted to control. Managers' use of positive face and autonomy strategies suggested punitive and problem solving styles of control. Further, an overall performance rating of the employee was positively correlated with use of positive face support and use of autonomy was positively correlated with the length of time between problem recurrence.     

The relative severity of acts of physical violence in heterosexual relationships: An item response theory analysis

This study evaluated the structure of an expanded version of the physical violence scale of the Conflict Tactics Scales (CTS). A community sample of 1,092 randomly selected men and women reported on perpetration and receipt of 14 violent acts in their relationships. Item response theory analyses indicated that the violence items were unidimensional for recipient and perpetrator reports of men's and women's violence. There was convergence between severity of acts as reported by perpetrators and recipients for both men's and women's violence. Results indicated that adding together the number of different acts endorsed to form a total score is appropriate for both men's and women's violence. Total scores were strongly related to likelihood of injury, supporting the validity of CTS‐type measures to assess severity of violence.     

Faculty Perceptions of College Creativity Courses

If you were going to teach a college-level course in creativity, would you be interested in what other instructors believe about such courses? Would you like to know their views about planned outcomes, evaluation and course content? These are some of the areas addressed in this report. The study orginated discussions at the First National Conference on Creativity in American Colleges and Universities.¹ The conference was promoted by the work of McDonough and McDonough (1987),² and was held in July of 1990 at the Alden B. Dow Creativity Center of the Northwood Institute in Midland, Michigan. It was an exciting opportunity for university-level teachers of creativity to get together and talk. To facilitate discussions, most participants brought with them copies of their course syllabi. Much of the ensuing discussion centered around the purposes of creativity courses, appropriate course experiences, required products, and the evaluation of student participation and learning. While the diversity of opinion of those present soon become clear, many participants were left questioning if the opinions heard and syllabi offered at this conference were representative of what was being done nationally. The present study is born from that question.     

EFFECTS OF SELF-EFFICACY AND POST-TRAINING INTERVENTION ON THE ACQUISITION AND MAINTENANCE OF COMPLEX INTERPERSONAL SKILLS

This study examined the effects of self-efficacy and a two-stage training process on the acquisition and maintenance (i.e., retention) of complex interpersonal skills. In stage one, all participants received basic training in negotiation skills; behavioral measures of negotiation performance were taken following this training. During stage two, alternative post-training interventions (goal setting and self-management) were offered to facilitate skill maintenance. Six weeks later, behavioral measures of performance were repeated. Results indicated that pre-test self-efficacy contributed positively to both initial and delayed performance. While training condition contributed to skill maintenance, self-efficacy also interacted with post-training method to influence delayed performance. Specifically, self-management training attenuated the self-efficacy performance relationship, while goal-setting training accentuated performance differences between high and low self-efficacy trainees. Implications of these findings are discussed for researchers and practitioners concerned with interpersonal skills training.     

Attachment as a Function of Parental and Partner Approach-Avoidance Tendencies

This two-part investigation develops a new scale of parental attachment that includes the previously under examined form of role reversal, or being a caregiver for one's parent, and explores the contention that romantic attachment is more dyadic than originally conceived, in that it is a function of an interaction between parental attachment style and specific partner romantic attachment style. It was expected that the most secure partners would have secure attachments with their parents and partners who report their own secure romantic attachment, that the most preoccupied partners would have been anxious-ambivalent in their attachment to their parents and paired with dismissively avoidant others, and that the most dismissively avoidant partners would have been role reversed by their parents and paired with preoccupied partners. Support for this expanded model was found, in that parental and partner attachments both influenced the final form of romantic attachment, with partner attachment appearing to have more influence than parental attachment. The relationship of romantic attachment style to the subsequent communication outcome of self-disclosure was also explored. Results supported expectations, with security relating positively to intentional and honest self-disclosure, preoccupation relating negatively with honesty, and dismissive avoidance relating to greater positivity and less honesty.