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.     

A study of the psychological effects of redundancy and unemployment

This study is an investigation of the psychological and social consequences of redundancy and unemployment. A sample of redundant adults was monitored for the first six months following job loss. They were interviewed every four weeks and data concerning psychiatric symptoms, level and direction of hostility, self-concept, social attitudes, interpersonal relations and family relationships were collected on each occasion. A matched control group of employed workers was also recruited and monitored. Significant differences between the unemployed who remained without work for the duration of the study and employed subjects were found on the measures of symptomatology, hostility, guilt, self-satisfaction, acceptance by others and family role behaviour. In each case the redundant workers manifested the greater personal distress. Although there were no significant differences between the male and female unemployed, unemployment was experienced differently by each sex. Previous writers have suggested a stage theory of unemployment which is characterized by four principal stages: anticipation—optimism—pessimism—fatalism. The results of this study failed to confirm a stage model of unemployment.     

MOTIVATION TO LEARN AND COURSE OUTCOMES: THE IMPACT OF DELIVERY MODE, LEARNING GOAL ORIENTATION, AND PERCEIVED BARRIERS AND ENABLERS

This naturally occurring quasi-experiment examined how learning goal orientation (LGO), delivery mode (classroom vs. blended learning), and the perception of barriers and enablers related to motivation to learn and course outcomes. Study participants were 600 students enrolled in either classroom or blended learning courses. As hypothesized, learners in the blended learning condition, high in LGO, and who perceived environmental features as enablers rather than barriers had significantly higher motivation to learn. Motivation to learn, in turn, was significantly related to course outcomes (satisfaction, metacognition, and grades). The mediation hypotheses received partial support. Finally, exploratory analyses revealed 3 significant interactions between delivery mode, LGO, and perceived barriers and enablers on motivation to learn and course satisfaction.