Analyticity and Incorrigibility

The traditional point of view on analyticity implies that truth in virtue only of meaning entails a priori acceptability and vice versa. The argument for this claim is based on the idea that meaning as it concerns truth and meaning as it concerns competence are one and the same thing. In this paper I argue that the extensions of these notions do not coincide. I hold that truth in virtue of meaning — truth for semantic reasons—doesn't imply a priori acceptability, and that a priori reflection based only on knowledge of meaning—in the sense of competence—doesn't necessitate true conclusions.The main consequence of this view concerns conceptual analysis, as it presupposes we have a privileged—incorrigible in the face of empirical evidence—access to non-trivial truths about the world on the basis of mere a priori reflection founded on meaning. If, as I argue, such access is not incorrigible the project of conceptual analysis loses its special epistemological status.     

CAN WORKING WITH AN EXECUTIVE COACH IMPROVE MULTISOURCE FEEDBACK RATINGS OVER TIME? A QUASI‐EXPERIMENTAL FIELD STUDY

This study examined the effects of executive coaching on multisource feedback over time. Participants were 1,361 senior managers who received multisource feedback; 404 of these senior managers worked with an executive coach (EC) to review their feedback and set goals. One year later, 1,202 senior managers (88% of the original sample) received multisource feedback from another survey. Managers who worked with an EC were more likely than other managers to set specific (rather than vague) goals ( d = .16) and to solicit ideas for improvement from their supervisors ( d = .36). Managers who worked with an EC improved more than other managers in terms of direct report and supervisor ratings, however, the effect size ( d = .17) was small.     

The clinical concept of analytic process: A conceptual investigation1

The authors discuss the term ‘analytic process’, confi rming the variability of the meanings ascribed to it. Although all the psychoanalysts of this and previous times acknowledge the existence of something called analytic process, as well as its importance, it has not been possible up to now to establish a consensual defi nition of it. The defi nitions are not only numberless, they also contradict one another. The possible advantages to analytic theory and practice proceeding from a uniform concept are incontrovertible. A review of the subject in the psychoanalytic literature has been performed. A conceptual study concerning the term, carried out among members of a psychoanalytic society affi liated to the IPA is presented, no consensual conceptualization for the term analytic process having been found. The subjects referred to the term as deriving from a variety of elements, some in common, but there was no agreement regarding the elements themselves. There was consensus regarding the role of the analytical relationship in the process, considered fundamental, as well as that of the extent to which the individual life experiences in that relationship defi ne the unique character acquired by the process within it.     

In Search of Multicultural Competence Within Counselor Education Programs

The authors examine the current status of multicultural training in counselor education. Leading multicultural training programs are identified and described, and specific guidelines for improving multicultural training are provided.     

ORGANIZATION AND RATER DIFFERENCES IN PERFORMANCE APPRAISALS

This study examines the effects of organizational differences and rater differences on performance appraisals. Self, peer, and supervisory ratings of performance for nurses in four hospitals and self, student, peer, and supervisory ratings for resident advisors in seven university dormitory complexes were used in this study. The analyses indicate that both organization and rater differences have significant, independent effects on performance ratings. The findings suggest that organizational differences may restrict the generality of the findings of performance appraisal studies across organizational settings. They also may have a negative impact on the usefulness of any particular performance appraisal form in different settings, and on the ability of managers to accurately interpret and compare performance ratings for individuals in different organizational subunits.     

AGREEMENT BETWEEN SUBORDINATE AND SELF-RATINGS IN UPWARD FEEDBACK

This study examines measures of agreement between subordinate and self-ratings of leadership and boss/subordinate relationships in an upward feedback process conducted in a large department. Ratings were provided for 86 target managers from an average of six subordinates per manager. Individual characteristics of the target manager (sex and age) and organizational characteristics of the work unit (the target manager's organizational level and organizational unit, line or staff) were examined as correlates of agreement. Profile agreement (the correlation between self-ratings and the average subordinates'ratings across 48 items) was higher for female than male target managers, and was higher in line than staff units. Also, profile agreement increased over time for the 39 target managers rated one year later. Other findings indicated psychometric properties of upward feedback data. For instance, profile agreement was positively related to the number of subordinates in the work group. The discussion focuses on the need for research on variables that influence the reliability and usefulness of upward feedback data.     

AN EXAMINATION OF THE EFFECTS OF AN UPWARD FEEDBACK PROGRAM OVER TIME

Despite the growing popularity of upward feedback programs, there has been very little research on the effects of upward feedback on changes in managerial performance over time. We examined the effects of implementing an upward feedback program in which subordinates' ratings were collected for 238 first-through fifth-level managers in a large corporation at two points in time about 6 months apart. Research questions drawn from goal-setting, control, and social cognition theories guided our investigation of the effects of (a) receiving feedback, (b) completing self-ratings, (c) managers' initial level of performance, and (d) subordinate's familiarity with the manager on changes over time in the level of ratings and reported opportunity to observe managerial behaviors. Ratings were provided on a 33-item behavioral observation scale that focused on areas such as the manager's commitment to quality, communications, support of subordinates (encouraging participation, coaching), and fairness. Based on subordinates' ratings, managers whose initial level of performance was moderate or low improved over the 6-month period, and this improvement could not be attributed solely to regression to the mean. Also, both managers and their subordinates became more likely over time to indicate that the managers had an opportunity to demonstrate behaviors measured by the upward feedback instrument.     

EFFECTS OF CANDIDATE CHARACTERISTICS ON MANAGEMENT PROMOTION DECISIONS: AN EXPERIMENTAL STUDY

This study examined the effects of candidate characteristics on simulated management promotion decisions. Seventy-two managers from three organizational levels participated as decision makers in a half-day exercise. Four candidate characteristics were manipulated: potential for advancement, the availability of assessment center information, current position, and sex. Other characteristics such as tenure and past performance were controlled by randomly distributing levels of the attributes across candidates or holding the attributes constant. The results showed that potential, assessment center information, and position were important in selecting finalists and rating the extent to which a candidate was considered. Two interactions, potential by position and sex by position, indicated that configural relationships played a significant role in the promotion decisions. Participants' perceptions of the importance of the information paralleled the statistical importance of the information. The external validity of the study was supported by comparing the results to data on actual promotion decisions. The results are discussed in terms of the value of different information and how it is processed in evaluating and selecting candidates for promotion.