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This study contrasted goal setting and self-management training designs for their effectiveness in facilitating transfer of training to a novel task. Behavioral measures of performance were used to assess transfer in terms of skill generalization, skill repetition and overall performance level. Skill generalization was more limited among the goal-setting trainees as compared to the self-management trainees. While goal-setting trainees generalized fewer skills to the novel task context, these skills tended to be used more repeatedly. In contrast, self-management trainees exhibited higher rates of skill generalization and higher overall performance levels on the transfer task, even after the effects of outcome goal level were controlled. Implications are discussed for future research on training transfer. 相似文献
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ANTECEDENTS OF INTERVIEW INTERACTIONS, INTERVIEWERS' RATINGS, AND APPLICANTS' REACTIONS 总被引:1,自引:0,他引:1
CYNTHIA KAY STEVENS 《Personnel Psychology》1998,51(1):55-85
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DONNA BRUYERE MICHAEL J. STEVENS KAREN S. PFOST 《Journal of Employment Counseling》1984,21(3):126-135
This article describes the development, content, and outcome of a highly cost-effective program designed to meet the personal and vocational needs of displaced homemakers. Future research directions are suggested. 相似文献
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DONALD R. ATKINSON DON SKIPWORTH FRANK STEVENS 《Journal of counseling and development : JCD》1983,61(7):387-389
Counselors in the Santa Barbara (California) High School District recently faced the threat of abolishment of all counseling positions. This article describes how a guidance task force, consisting of counselors and teachers, sought and obtained community and professional support needed to defeat the proposed staff realignment plan. 相似文献
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EFFECTS OF SELF-EFFICACY AND POST-TRAINING INTERVENTION ON THE ACQUISITION AND MAINTENANCE OF COMPLEX INTERPERSONAL SKILLS 总被引:1,自引:0,他引:1
This study examined the effects of self-efficacy and a two-stage training process on the acquisition and maintenance (i.e., retention) of complex interpersonal skills. In stage one, all participants received basic training in negotiation skills; behavioral measures of negotiation performance were taken following this training. During stage two, alternative post-training interventions (goal setting and self-management) were offered to facilitate skill maintenance. Six weeks later, behavioral measures of performance were repeated. Results indicated that pre-test self-efficacy contributed positively to both initial and delayed performance. While training condition contributed to skill maintenance, self-efficacy also interacted with post-training method to influence delayed performance. Specifically, self-management training attenuated the self-efficacy performance relationship, while goal-setting training accentuated performance differences between high and low self-efficacy trainees. Implications of these findings are discussed for researchers and practitioners concerned with interpersonal skills training. 相似文献
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