Knowledge that Transforms

The predictive power of a streamlined group assessment (GA) procedure (derived from assessment center methodology) for evaluating candidates for a teacher education program was investigated. Results were compared with principals' evaluations of on-the-job teaching success and with college faculty evaluations. The study population included 231 graduates of a teacher's college, who had been assessed by the procedure at time of admission. Ss were reevaluated by college faculty 3 years later at graduation and again by principals 2-5 years after graduation. Of the original Ss, 122 were traced after graduation; 78 were employed. Results indicate that the GA procedure was significantly predictive of success on the job, as well as in the training program. The study demonstrates the meaningful, long-term predictive validity of the GA procedure

A variety of measurement techniques have been used to assess job proficiency, including hands-on work sample tests, job knowledge tests, and ratings. The current research effort examined the viability of an interview approach to work sample criterion measurement. Hands-on and interview work sample measures were developed and administered to 1,491 enlisted personnel in eight Air Force specialties. Job-level analyses yielded moderate (.46) to high (.84) correlations but produced significant mean differences (six of eight specialties) between the two techniques. In addition, the patterns of relationships between each work sample test and a series of related performance, aptitude, and experience measures were found to be quite similar, and the magnitudes of these correlations were similar to those in studies reported previously

The traditional rendering-bias explanation of leniency in performance judgments was postulated to be incomplete. To demonstrate this insufficiency, an encoding-bias model of leniency was proposed, and hypotheses generated from both models were tested in a laboratory experiment. Sixty students viewed a videotape of a lecture, and their expectations of providing face-to-face feedback to the instructor were manipulated preobservation, postobservation, or not at all. Dependent variables included measures of encoding, private appraisals, retrieval, and public appraisals. As expected, results supported both explanations of leniency. However, the pattern of results suggests that a retrieval bias may also contribute to leniency in performance jugdments. A more complex view of leniency effects is proposed on the basis of principles of motivated cognitive processing

The results of the present study are based on comparisons between a division in an electric utility company that implemented an organizational incentive plan and another division in the same company that served as a control group. The data indicate that the experimental division performed better than the control division on 11 of 12 objective measures of performance. Results from a pretest-posttest survey of employees in both divisions, as well as a posttest survey in the experimental division, also provide some support for the effectiveness of the organizational incentive plan. Even though the pilot plan proved successful, it was not continued because of conflict between the union and management

Three methods of assessing subgroup bias in performance measurement commonly found in the literature are identified. After a review of these approaches, findings are reported from analyses of data collected in the US Army's Project A (J. P. Campbell, 1987). Correlations between nonrating performance measures and supervisor ratings were generally not moderated by race, but correlations between nonrating indicators of negative performance and ratings assigned by peers were. In addition, significant interactions between rater and ratee race on performance ratings were not eliminated when variance in the nonrating measures was removed from the ratings provided by Black and White raters. Conclusions about the magnitude and nature of bias in supervisor and peer ratings are discussed.

Meta-analysis was used to cumulate the results from 633 studies of smoking cessation, involving 71,806 subjects, that reported the proportion of successful quits. Self-care methods do not appear to be as effective as formal intervention methods. Instructional programs involving physicians were not more effective than other instructional programs. Conditioning-based techniques such as aversive methods had success rates similar to those of instructional methods, and among the instructional methods, those incorporating social norms and values were more successful than those relying solely on didactic approaches. Cumulation of quit rates from all available control groups indicated that, on average, 6.4% of the smokers could be expected to quit smoking without any intervention. This figure must be subtracted from the raw success rate to obtain the net success rate for each program. Directions for future research are discussed.