A preliminary typology of organisational response to allegations of workplace bullying: see no evil, hear no evil, speak no evil

Organisational representative response is an important factor to consider when counselling employees who have experienced bullying and are considering approaching their organisation for assistance. The author argues that not all responses are supportive and that some responses can further harm an employee. The author presents a review of representative responses, developed from bullying cases the author saw as a counsellor or trainer. The author reviews three organisational representative responses to allegations of bulling: (1) the behaviour is acceptable; (2) the behaviour is inappropriately equally attributed to both parties as a personality conflict; and (3) the behaviour is harmful and inappropriate. The author concludes that counsellors must review potential organisational representative responses with employees and recommends mandatory training for organisational representatives.     

Carryover bias in visual assessment.

Carryover of stimuli in sequential judgments was studied for a visual assessment task involving estimation of the percentage cover of black circles on a white image. Seven image types with different levels of cover density were arranged in a sequentially balanced design in which each image type was preceded the same number of times by all image types. In the absence of carryover, when images were preceded by images with the same cover density, the response scores were well fitted by a power function of percentage cover with a mean exponent of 0.73 over subjects. Carryover took the form of an assimilation, so that the cover estimate for a target image was generally higher when preceded by an image with higher cover, and lower when preceded by an image with lower cover. However, the magnitude of the carryover effect showed little evidence of increasing with difference in cover between successive images. Nonparametric and parametric methods for testing for carryover are presented. The need for development of psychological models to explain the proposed statistical models is discussed.     

Monitoring the Climate: Exploring the Psychological Environment in an Elite Soccer Academy

Fostering a constructive motivational climate is an important contributor to an individual’s motivation (Ames, 1992a Ames, C. (1992a). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Ed.), Advances in motivation in sport and Exercise (pp. 161–176). Champaign, IL: Human Kinetics. [Google Scholar]), yet research within elite sport remains limited. The purpose of this study was to use the task, authority, recognition, grouping, evaluation, and time—or TARGET—framework to explore the motivational climate in an elite youth football academy. Sixty-four academy training sessions were observed. Findings suggested that the task, authority, recognition, and evaluation structures are most important in predicting a mastery motivational climate. Task organization parameters and coach behaviors influential in promoting adaptive and less adaptive psychological environments are discussed.