GENERALIZATION OF EMPLOYEE INVOLVEMENT TRAINING TO THE JOB SETTING: INDIVIDUAL AND SITUATIONAL EFFECTS

This study examined whether variables at individual, unit, and suborganization levels influence the extent to which the knowledge and skills learned in employee involvement (EI) training are generalized beyond specific EI activities. Training generalization occurs when the knowledge and skills learned in training for a specific purpose in one context (e.g., EI training for use in quality circles) are applied by trainees in another context (e.g., regular job duties). A multiple-cross-level design using data gathered from 252 employees and supervisors drawn from 88 units across 11 suborganizations provided support for both individual and situational effects. Hierarchical regression results demonstrated that characteristics at individual, unit, and suborganization levels significantly predicted the extent EI knowledge, skills, and attitudes were generalized to the core job activities. As predicted, trainees were more likely to use EI training in performing core job activities the more EI activities they participated in, the greater their commitment to the organization, and the less cynical they were about the likelihood of positive organizational change. Contrary to expectations, more generalization of EI training was found to occur in units and suborganizations with less participative climates.     

FACTORS INFLUENCING EMPLOYEES' PROPENSITY TO USE AN EMPLOYEE ASSISTANCE PROGRAM

Using data collected from 1,987 employees at several locations of a large firm, this study investigates relationships between these employees' cognitive and attitudinal perceptions of an employee assistance program (EAP) and their propensity to use it. Familiarity with the program, perceived accessibility of it, and perceived managerial support for it are hypothesized to affect both employees' confidence in the program and their propensity to use it, and confidence in the EAP is further hypothesized to affect propensity to use. LISREL analysis supported the overall model, but the direct paths from the cognitive variables to propensity to use were not supported and confidence in the program was therefore indicated to be an essential mediating variable. Propensity to use an EAP is argued to be an important indicator of effective EAP implementation and suggestions are offered to management for promoting employee confidence in an EAP and ultimately their propensity to use it.     

Intrusiveness and Closeness-Caregiving: Rethinking the Concept of Family “Enmeshment”

This article analyzes the concepts of “enmeshment” and “cohesion” and their entanglement in the field of family therapy. Early theories in this area were concerned primarily with processes of self/other differentiation. More recent theories have favored spatial metaphors that emphasize closeness-distance. We contend that self/other differentiation and closeness-distance are different classes of behavior and that their linkage in the literature has obscured useful distinctions. Our analysis reveals two separate dimensions that clinicians and researchers should consider: Intrusiveness (including coercive control, separation anxiety, possessiveness/jealousy, emotional reactivity, and projective mystification); and Closeness-Caregiving (including warmth, time together, nurturance, physical intimacy, and consistency). We give definitions of these constructs and briefly examine their clinical and gender-related implications.     

Psychology and "ordinary language"—a critique of Smedslund

This article takes up methodological issues of the kind raised by Jan Smedslund in earlier issues of this journal, concerning the status of psychological enquiry as a discipline. Arguments are presented which aim to show that Smedslund has failed to establish the thesis that all generally valid theoretical statements in psychology are explications of conceptual relationships embedded in ordinary language, i.e., analytic statements. Some specific examples of what Smedslund takes to be "ordinary language theorems" are examined. Doubts are expressed concerning the validity of the proof procedure Smedslund employs in the "demonstration" of a number of his alleged theorems. Finally, it is argued that the results produced by the situation-bound and culture-bound empirical research of the psychologist need not be viewed as "arbitrary" in Smedslund's sense of that term.     

FULL AND ERRANT COACHING EFFECTS ON ASSIGNED ROLE LEADERLESS GROUP DISCUSSION PERFORMANCE

The effect of coaching on Leaderless Group Discussion Performance was examined. Thirty-six female undergraduate subjects participated in six-person assigned role leaderless group discussions. Trained observers evaluated performances in each discussion, which included two 5s from each of three coaching conditions. Ss in full coaching condition received extensive coaching on proper group discussion performance. 5s in the errant coaching condition received improper, but believable, coaching. 5s in the naive, or control, condition received no coaching. Results showed that 5s in the full coaching conditions were rated significantly higher than 5s in the errant or naive conditions. The results were discussed in the light of previous research.     

Taking Counseling to Minority Students: The Classroom As Delivery Vehicle

This article discusses an alternate treatment approach for helping minority students learn a variety of academic and coping skills. A Special Services course was designed and taught by two counseling psychologists, who were assisted by peer counselors and graduate student group leaders. The goals of this course were to help students develop a more positive set of self-evaluations and to increase individual responsibility and group cooperation among the students. Specifics of the course are presented, and evaluation methods are suggested. In addition, there are implications of this course for minority student retention.