Effects of experience on supervisor planning.

In a study of planning activities, 10 inexperienced undergraduates and 17 experienced supervisors from various settings audiotaped a 15-min planning session, using a thinking aloud technique, in preparation for supervising another person. Experienced supervisors generated more planning statements, and more of these statements concerned the supervisee than did statements generated by inexperienced or graduate student supervisors. Comments are made about these results in relation to the educational literature and counselor development, and recommendations are made for counseling research and supervision. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of supervisor experience level on planning and in-session supervisor verbal behavior.

Examined the effects of supervisor experience level on presession planning and in-session supervisor verbal behavior. 30 supervisors representing no, low (1? to 3 yrs), and high (4 to 25 yrs) levels of experience (mean ages 27.3, 28.7, and 35.8 yrs, respectively) listened to a 30-min audiotaped counseling interaction and then recorded thoughts and strategies for supervision in a 30-min planning session. Ss then conducted a 30-min supervision session with the counselor. Analyses of audiotapes from the planning and supervision sessions revealed no significant differences between the 3 levels of supervisory experience in planning statements. However, significant differences were observed in the actual supervision session, with low- and high-experience Ss being similar to each other and different from the no-experience group on several dependent measures. Results also indicate that the counselor rated the low- and high-experience Ss more positively than the no-experience Ss. No relation was observed between statements generated during the planning session and those occurring during supervision. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of early supervisory experience in supervisor performance.

Explores the role of early supervisory experience and cognitive ability in 1st-line supervisor performance. Similar to the F. L. Schmidt et al (see record 1986-31441-001) study of nonsupervisors, this research tested structural models hypothesizing relationships among supervisory experience, cognitive ability, supervisory knowledge and proficiency, and performance ratings, using a sample of 570 2nd-tour soldiers. The Schmidt et al model with an additional ability?→?experience path provided the best fit. The significant ability?→?experience path was interpreted as indicating that demonstrated ability contributes to soldiers being given the opportunity to obtain supervisory experience. Experience had a greater impact on supervisor proficiency than on supervisor knowledge. Ability had a greater impact on supervisor knowledge than on proficiency. Discussion focuses on the personal characteristics that might be involved in being assigned supervisory responsibilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Job experience correlates of job performance.

Although measures of job experience are frequently-used screening devices in the selection of employees, personnel psychologists have devoted little attention to their usefulness. This article quantitatively summarizes data on the relation between job experience and job performance from a total sample of 16,058. The correlation between job experience and job performance was found to be moderated by two variables: length of experience and job complexity. The highest correlations were obtained in populations with low mean levels of job experience and for jobs that place low levels of cognitive demands on employees. Results appear to be consistent with the causal model of job performance proposed by Schmidt, Hunter, and Outerbridge (1986). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of job experience and ability on job knowledge, work sample performance, and supervisory ratings of job performance.

Based on data from 4 independent studies reported by R. Vineberg and E. N. Taylor (1972) with a total sample size of 1,474, path analysis was used to examine the causal impact of job experience on job knowledge, performance capability as measured by job sample tests, and supervisory ratings of job performance. Findings support the conclusion that (1) when mean job experience is 2–3 yrs, there is substantial variance in job experience and (2) when the jobs are of an intermediate complexity level, job experience has a substantial direct impact on job knowledge and a smaller direct impact on performance capabilities as assessed by job sample measures. Job experience also has a substantial indirect effect on work sample performance through its effect on job knowledge, which, in turn, was found to be the strongest determinant of work sample performance. The pattern and magnitude of causal effects of general mental ability were similar to those of job experience. The effect of job knowledge on supervisory ratings was several times stronger than the effect of job sample performance, confirming the findings of J. E. Hunter (1983). When job experience was held constant, the direct impact of ability on the acquisition of job knowledge increased substantially, and this, in turn, increased the indirect effect of ability on job sample performance. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of performance attributions on others' perceptions of the attributor.

Two studies investigated the effects that performers' attributions actually have on others' impressions. 441 undergraduates served as Ss. "Self-serving" internal attributions for success and external attributions for failure produced slightly higher ability evaluations than did the opposite pattern in 1 of the 2 experiments. However, in both experiments, these self-serving attributions produced lower ratings on a modesty dimension. External attributions were also perceived as relatively dishonest for all Ss in Exp I and for unsuccessful Ss in Exp II. Publicity (Exp I) and task variables (Exp II) did not affect ability, modesty, or honesty judgments made from performance attributions but did strongly affect the influence these dimensions had on overall likability evaluations. In general, Ss who made internal attributions tended to be better liked than those who made external attributions. The implications and limitations of these results are discussed relative to self-presentational considerations. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of control beliefs and attributions on memory self-assessments and performance.

Individual differences in memory performance among elderly adults may be due, in part, to variability in personality and metamemory variables. We examined whether control beliefs, attributions, and depression were related to memory self-assessments, performance, and change in these variables across two trials. Participants were 47 elderly adults (M age?=?69.72 years). Results of multiple regression analyses were consistent with predictions. Those individuals with stronger internal control beliefs made higher self-assessments at the first trial. Those who made higher assessments and those younger in age had higher performance at the first trial. Those with higher performance at the first trial and those who attributed this performance to internal, stable, and global causes were less likely to show decrements in self-assessments and performance across trials. Implications of the findings for enhancing memory performance are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of ratee task performance and interpersonal factors on supervisor and peer performance ratings.

The study examines the effects of a wide array of rater–ratee relationship and ratee-characteristic variables on supervisor and peer job-performance ratings. Interpersonal ratings, job performance ratings, and ratee scores on ability, job knowledge, and technical proficiency were available for 493 to 631 first-tour US Army soldiers. Results of supervisor and peer ratings-path models showed ratee ability, knowledge, and proficiency accounted for 13% of the variance in supervisor performance ratings and 7% for the peer ratings. Among the interpersonal variables, ratee dependability had the strongest effect for both models. Ratee friendliness and likability had little effect on the performance ratings. Inclusion of the interpersonal factors increased the variance accounted for in the ratings to 28% and 19%, respectively. Discussion focuses on the relative contribution of ratee technical and contextual performance to raters' judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of goal setting on performance and job satisfaction.

Conducted a field experiment to compare participative, assigned, and no-training (comparison) goal setting groups. 37 sales personnel were trained in participative goal setting, and 41 were trained in assigned goal setting. A 3rd group of 44 served as a comparison unit. Mean age range of Ss was 34.3-36.4 yrs. Measures of 4 performance and 2 satisfaction criteria were collected at 4 data points: baseline (before training), and 6, 9, and 12 mo after training. Analysis of variance and Duncan's multiple-range test results indicate that for at least 9 mo both participative and assigned goal setting Ss were more effective in improving performance and satisfaction. The improvements, however, were generally not found 12 mo after training. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of experience on performance in a replenishable resource trap.

Investigated the finding of R. C. Cass and J. J. Edney (see record 1980-10833-001) and D. M. Messick and C. L. McClelland (see record 1983-32644-001) that individuals perform better than groups in a replenishable resource trap. It was proposed that individuals are superior to groups, in part, because members of large groups are unable to discern the effects of their behavior on the resource pool. To test this idea, 154 undergraduates were given experience with the task prior to managing resources in groups. The independent variables were the type of experience, either group or individual, and group size. As predicted, results show that individual experience improved subsequent group performance more than did group experience. Moreover, the beneficial effects of individual experience were found to increase as group size increased. Future research directions are noted, and implications for research on social dilemmas are discussed. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structure of freshmen's causal attributions for exam performance.

This article explores the structure underlying causal attribution for achievement in an actual academic context. Ss were 859 university freshmen drawn from 4 samples. First, they rated the influence of 10 possible causes on their exam performance. Procrustes factor analysis of the causes revealed 4 factors in each of the samples reflecting the dimensions of locus, stability, control, and globality. The fit of the factor solution with theoretical predictions was r?=?.73. Second, 209 Ss drawn from the same population assessed 10 causes for exam performance along the dimensions of locus, stability, and control. The theoretical fit of these direct judgments was also substantial, r?=?.75. The author concludes that the four dimensions of locus, stability, control, and globality reflect the major characteristics of causal attributions given for academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of a realistic job preview on job acceptance, job attitudes, and job survival.

A field experiment was conducted in a telephone company to assess the effects of a realistic job preview vs an unrealistic (i.e., "traditional") preview. Of 80 newly hired female telephone operators, those who saw a realistic job preview film subsequently had more realistic job expectations, fewer thoughts of quitting, and slightly higher job survival than those who saw a traditional preview film. There was no difference in job acceptance rates between the 2 groups. Results are discussed in light of the general process of individuals joining new organizations, and suggestions for future research are offered. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consultant experience and attributions in school consultation.

Hypothesized that experienced school psychologists would be more flexible than inexperienced school psychologists in their attributions of responsibility for outcome of consultation. Responses from 56 members of a state school psychological association were analyzed for attributions of responsibility for outcome to the consultee, to the consultant, and to other factors. Results fail to support the hypothesis. Regardless of consultation success or failure, Ss attributed responsibility for consultation outcome mostly to the consultee. Experienced psychologists, however, were more likely than inexperienced psychologists to attribute responsibility for outcome to teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model. Teachers' years of experience showed nonlinear relationships with all three self-efficacy factors, increasing from early career to mid-career and then falling afterwards. Female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy. Teachers with greater workload stress had greater classroom management self-efficacy, whereas teachers with greater classroom stress had lower self-efficacy and lower job satisfaction. Those teaching young children (in elementary grades and kindergarten) had higher levels of self-efficacy for classroom management and student engagement. Lastly, teachers with greater classroom management self-efficacy or greater instructional strategies self-efficacy had greater job satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of assigned and participative goal setting on performance and job satisfaction.

Evaluated the job performance of 41 female typists under participative or assigned goal setting conditions over a 10-wk period. Significant productivity improvement occurred in both conditions during the 2nd 5 wks. There was no significant difference between conditions with respect to goal difficulty or frequency of goal attainment. Job satisfaction declined slightly in both conditions. Individual trait measures such as need for independence did not moderate the effects of either type of goal setting. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of methylphenidate and expectancy on ADHD children's performance, self-evaluations, persistence, and attributions on a cognitive task.

The effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on the performance and task persistence of 60 boys with attention deficit hyperactivity disorder (ADHD) were investigated. In a balanced-placebo design, boys in 4 groups (received placebo–drug crossed with told placebo–drug) completed the task in success and failure conditions. Medication improved participants' task persistence following failure. Participants' task performance was not affected by whether they thought they had received medication or placebo. Children made internal attributions for success and made external attributions for failure, regardless of medication or expectancy. These findings confirm previous reports that it is the pharmacological activity of MPH that affects ADHD children's self-evaluations and persistence. The results contradict anecdotal reports that MPH causes dysfunctional attributions and confirm previous studies showing that medication does not produce adverse effects on the causal attributions of children with ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)