Knowledge that Transforms

Supervisors' decisions about whether to formally evaluate their subordinates for each of two consecutive performance appraisal periods were found to be related to a linear combination of the following variable: subordinate's time under current supervisor, subordinate's job experience, subordinate-supervisor trust, supervisor's initiating structure behaviors, and subordinate's confidence in the operation of the performance appraisal system. A follow-up analysis, in which the criterion was the consistency with which subordinates were rated in both performance appraisal periods, suggested that relations among the predictors, relative to the criterion, may be quite complex. This complexity may reflect the decision strategy used by raters to combine information on the focal predictors when deciding whether to evaluate a particular subordinate

This article reviews the development of industrial-organizational (I-O) psychology in the United States since its beginnings at about the turn of the century. The history is divided into periods, within which are described topics, roles, and forces, with the goal of explaining as well as describing developments. Among the conclusions are that I-O psychology is a dynamic field that has been making contributions both to the science of behavior and to industrial society and that those contributions have been underestimated by some and possibly overestimated by others. Among the problems still facing the field is the disjunction between science and practice

This field experiment examined the individual and combined effects of behavior modeling and the cultural assimilator in the cross-cultural management training of 65 U.S. Government employees. Training evaluation criteria of learning, behavior, and reactions were used, and the results were generally supportive of the greater effectiveness of a combined approach. Participants receiving the combination of methods displayed significantly higher performance on a role play task (behavior evaluation) than a no-training control group and significantly higher gains in learning than those receiving either individual method and those in a no-training control group

The present study provides a first attempt to compare the validity of the respiration line length (RLL) and skin resistance response (SRR) amplitude in real-life criminal guilty knowledge tests (GKTs). GKT records of 40 innocent and 40 guilty Ss, for whom actual truth was established by confession, were assessed for their accuracy. When a predefined decision rule was used and inconclusive decisions were excluded, 97.4% of the innocent Ss and 53.3% of the guilty Ss were correctly classified with the SRR measure. For the RLL measure, the respective results were 97.2% and 53.1%. The combination of both measures improved detection of guilty Ss to 75.8% and decreased detection of innocent Ss to 94.1%. The combined measure seems to be a more useful means of identifying guilty suspects than each physiological measure alone. The results elaborate and extend those obtained in a previous field study conducted by Elaad (1990).

In Experiment 1, a staged event was carried out that involved a private encounter between an unfamiliar man and 2 children. The results showed that questioning techniques based on principles from cognitive psychology significantly increased the number of correct facts recalled by both 7- to 8-year-olds and 10- to 11-year-olds over that gained with standard interview procedures and without affecting the number ofincorrect items generated. These results were replicated in Experiment 2 with a different staged event and with 8- to 9-year-olds and 11- to 12-year-olds. Experiment 2 also assessed the impact of a prior practice cognitive interview, and practice was found to be effective for both age groups

This study tested the effect of using the word stress in the measurement of self-reported occupational stressors and strains. Employees from two organizations responded to a questionnaire that included specific occupational stressors, strains, and 16 items in which the word stress was used. Survey respondents tended to interpret the word stress to refer both to employees' strains or reactions to the work environment and to job stressors or elements of the environment itself. Implications of these findings for occupational stress research are discussed.

Brockner and Adsit (1986) found that satisfaction with an exchange relationship was more strongly related to perceptions of equity among men than women. Kahn (1972) reported that men were more likely than women to distribute outcomes to individuals in direct proportion to their input. We evaluated potential gender differences among 12,979 personnel in 30 different organizational systems in (a) correlations between fairness and job satisfaction scores and (b) standardized group differences in the perceived amounts of pay and promotion fairness and expressed levels of facet and global job satisfaction. The fairness-satisfaction relationship was not higher for men, and there were no practical differences in fairness perceptions and job satisfaction between men and women.

One of the most commonly accepted models of relationships among three variables in applied industrial and organizational psychology is the simple moderator effect. However, many authors have expressed concern over the general lack of empirical support for interaction effects reported in the literature. We demonstrate in the current sample that use of a continuous, dependent-response scale instead of a discrete, Likert-type scale, causes moderated regression analysis effect sizes to increase an average of 93%. We suggest that use of relatively coarse Likert scales to measure fine dependent responses causes information loss that, although varying widely across subjects, greatly reduces the probability of detecting true interaction effects. Specific recommendations for alternate research strategies are made.

Person- and context-oriented definitions of age were used to predict three sets of work outcomes: work attitudes, performance ratings, and reports of developmental practices. The five age measures included employee chronological age, employee subjective age (i.e., self-perceptions of age), and social age (i.e., others' perceptions of age), as well as self- and supervisors' perceptions of the employee's relative age (i.e., compared with the employee's work group). The study assessed (a) the relationships among the age measures, (b) the additive relationships among the age measures that predicted work outcomes, and (c) the interactive relationships among the age measures that predicted work outcomes. Each prediction received some support except for (b). Furthermore, many of the age--work-outcome relationships were replicated in the managerial sample. Implications for the use of alternative age measures are discussed.

The effectiveness of overlearning in enhancing performance has been acknowledged by researchers within the training community for years. In spite of this general consensus, the empirical basis for this claim is often not clear. This article presents a meta-analysis of the effects of overlearning on retention. Results indicate that overlearning produces a significant effect on retention of moderate overall magnitude and that the effect of overlearning on retention is moderated by the degree of overlearning, type of task, and length of retention period