The role of appraisal purpose: Effects of purpose on information acquisition and utilization

Past research on the role of appraisal purpose in the appraisal decision-making process has concentrated on the motivational role of purpose. Research has found that raters are less willing to give poor ratings when appraisals are to be used for some purposes rather than others. The present paper describes two experiments which explore how appraisal purpose might affect rater cognitive activities as well. The first experiment investigated how appraisal purpose and outcomes affect how raters differentially utilize information to make appraisal decisions. Few differences were found. The second experiment investigated how raters differentially search for performance information to make appraisal decisions for different purposes and outcomes. Raters were found to search for more comparative information when they had to select one of several ratees for some treatment. The results also indicated a discrepancy between how information is collected and how it is used. Implications for defining the role of purpose in the appraisal process, as well as for recent process approaches to performance appraisal, are discussed.     

Experimental Philosophy of Pain

Journal of Indian Council of Philosophical Research - The standard view of pains among philosophers today is that their existence consists in being experienced. The typical line of support offered...     

Dopaminergic polymorphisms and educational achievement: results from a longitudinal sample of Americans

Although educational attainment has been found to be moderately heritable, research has yet to explore candidate genes for it. Drawing on data from the National Longitudinal Study of Adolescent Health, in the current study, we examined the association between polymorphisms in three dopaminergic genes (DAT1, DRD2, and DRD4), a dopamine index, and educational attainment. Statistically significant effects were found for DAT1, DRD2, DRD4, and the dopamine index for highest level of education. This study is the first to our knowledge that links measured genes to educational attainment.     

Influencing organizational commitment through office redesign

Prior research on the effects of office redesign on work-related outcomes has been largely atheoretical and yielded mixed and conflicting findings. Expanding on individual reactions to office design changes as specified by social interference theory, we propose that office redesign affects organizational commitment and this relationship is mediated by employee perceptions of the broader work environment. This conceptual model is tested using 121 financial services employees who experience office redesign and 136 who do not. Results indicate that perceptions of innovation and collaboration mediate the effects of office redesign over and above negative personal reactions such that affective organizational commitment is enhanced among those experiencing reconfigured offices. Findings provide support for an expanded rendition of social interference theory that provides for favorable (as well as unfavorable) employee reactions to office redesign. Such a theoretical explanation is asserted to increase understanding of how the physical environment influences employee attitudes.