A five-phase framework for designing a successful multisource feedback system.

Given the increasing popularity and application of multisource feedback (MSF) methodology for both developmental and decision-making purposes in organizations, there is a need in the literature for more attention to the factors involved in creating a successful feedback process. This article describes a 5 phase framework for designing such a MSF system based on the classic organization development consulting skills model and many years of practitioner experience with large-scale feedback-based applications in Fortune 100 organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rating leniency and halo in multisource feedback ratings: Testing cultural assumptions of power distance and individualism-collectivism.

This study extends multisource feedback research by assessing the effects of rater source and raters' cultural value orientations on rating bias (leniency and halo). Using a motivational perspective of performance appraisal, the authors posit that subordinate raters followed by peers will exhibit more rating bias than superiors. More important, given that multisource feedback systems were premised on low power distance and individualistic cultural assumptions, the authors expect raters' power distance and individualism-collectivism orientations to moderate the effects of rater source on rating bias. Hierarchical linear modeling on data collected from 1,447 superiors, peers, and subordinates who provided developmental feedback to 172 military officers show that (a) subordinates exhibit the most rating leniency, followed by peers and superiors; (b) subordinates demonstrate more halo than superiors and peers, whereas superiors and peers do not differ; (c) the effects of power distance on leniency and halo are strongest for subordinates than for peers and superiors; (d) the effects of collectivism on leniency were stronger for subordinates and peers than for superiors; effects on halo were stronger for subordinates than superiors, but these effects did not differ for subordinates and peers. The present findings highlight the role of raters' cultural values in multisource feedback ratings. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Some effects of feedback from the experimenter on conformity behavior.

The first experiment dealt with the importance of continuous feedback from the experimenter as a factor in conformity behavior as contrasted with discontinued feedback. Discontinued feedback was shown to be less effective but only when the feedback reinforced independence. The second experiment tested the generality of the previous finding that feedback in line with consensus has little or no effect whereas feedback in favor of objective reality drastically reduces the level of conformity behavior. It was found that reinforcement of conformity had a strong effect and that the effect of reinforcing independence was still significant but reduced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The use of a sentence completion test in measuring attitudes toward superiors and subordinates.

"A sentence-completion test designed to measure attitudes toward superiors and subordinates was administered to 312 Air Force cadets in advanced training. The test was scored with acceptable reliability, and showed a correlation of .32 with a direct attitude measure of the same dimension, and of .27 with an indirect measure based on an information test. Interpretation of these values is restricted due to a correlation of -.45 with a direct scale of alienation, and the absence of significant correlations with reputational criterion measures." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impulses got the better of me: Alcohol moderates the influence of implicit attitudes toward food cues on eating behavior.

This study shows that alcohol consumption enhances the prediction of candy consumption by implicit attitudes and at the same time decreases the predictive validity of cognitive restraint standards. Female participants were assigned to either an alcohol or a control condition and were then given an opportunity to taste candies. For participants in the alcohol condition, candy consumption was uniquely predicted by previously assessed implicit attitudes toward the candy. In contrast, candy consumption was primarily predicted by cognitive restraint (Three Factor Eating Questionnaire) in the control condition. Moreover, participants who consumed alcohol ate significantly more candy at the group level. These results indicate that alcohol increases the behavioral impact of impulsive determinants on eating behavior while disrupting the behavioral impact of reflective determinants. They further demonstrate that measures of implicit attitudes toward tempting stimuli add incremental validity for the prediction of self-control outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The damaging effect of confirming feedback on the relation between eyewitness certainty and identification accuracy.

The authors investigated eyewitnesses' retrospective certainty (see G. L. Wells & A. L. Bradfield, 1999). The authors hypothesized that external influence from the lineup administrator would damage the certainty-accuracy relation by inflating the retrospective certainty of inaccurate eyewitnesses more than that of accurate eyewitnesses (N=245). Two variables were manipulated: eyewitness accuracy (through the presence or absence of the culprit in the lineup) and feedback (confirming vs control). Confirming feedback inflated retrospective certainty more for inaccurate eyewitnesses than for accurate eyewitnesses, significantly reducing the certainty-accuracy relation (from r=.58 in the control condition to r=.37 in the confirming feedback condition). Double-blind testing is recommended for lineups to prevent these external influences on eyewitnesses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a theory of hynotic behavior: Effects on suggestibility of task motivating instructions and attitudes toward hypnosis.

Attitudes toward hypnosis were assessed in 75 college students. 3 weeks later the students were required to participate in an experiment in which they were tested individually on the Barber Suggestibility Scale. The scale was administered under 3 experimental treatments with 25 Ss, ? with positive attitudes toward hypnosis and ? with nonpositive attitudes, assigned randomly to each treatment. The treatments were: Task Motivating Instructions, Hypnotic Induction Procedure, Direct Suggestions (Control). The findings confirmed Hypotheses 1 and 2 which stated: (a) Ss given either brief task motivating instructions or a procedure of the type traditionally termed a hypnotic induction show greater response to suggestions than Ss given neither task motivating insructions nor a hypnotic induction; and (b) brief task motivating instructions and an extended hypnotic induction procedure both elicit high levels of suggestibility. (46 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friend influence on prosocial behavior: The role of motivational factors and friendship characteristics.

This study examined motivation (prosocial goals), individual characteristics (sex, ethnicity, and grade), and friendship characteristics (affective quality, interaction frequency, and friendship stability) in relation to middle adolescents' prosocial behavior over time. Ninth- and 10th-grade students (N=208) attending a suburban, mid-Atlantic public high school and having at least 1 reciprocated friendship were followed for 1 year. Hierarchical regression analyses revealed that a friend's behavior is related to an individual's prosocial goal pursuit, which in turn, is related to an individual's prosocial behavior. Further, the affective quality of a friendship and the frequency with which friends interact moderate relations of a friend's prosocial behavior to an individual's prosocial goal pursuit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Character and authentic transformational leadership behavior: Expanding the ascetic self toward others.

Character, or inherent moral beliefs, intentions, and predispositions, is often considered to be a foundational element of outstanding leadership according to numerous theories of leadership and positive psychology. Yet, a framework for understanding the complex nature of character and the role it plays in determining who is able to display outstanding leadership does not fully exist. We present a framework and propositions for examining how the self-concept plays an integral role in the display of authentic transformational leadership behavior given individual and situational characteristics. We propose that leaders first create an ascetic self-construal that derives from character strengths and virtues and then project this self-image through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration behavior. We identify and discuss 23 specific character strengths reflecting 6 universal virtues in the model (i.e., wisdom, courage, humanity, justice, temperance, and transcendence), as well as suggest ways for assessing and developing behavior consistent with virtue and transformational leadership. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affiliation with antisocial peers, susceptibility to peer influence, and antisocial behavior during the transition to adulthood.

Developmental theories suggest that affiliation with deviant peers and susceptibility to peer influence are important contributors to adolescent delinquency, but it is unclear how these variables impact antisocial behavior during the transition to adulthood, a period when most delinquent individuals decline in antisocial behavior. Using data from a longitudinal study of 1,354 antisocial youth, the present study examined how individual variation in exposure to deviant peers and resistance to peer influence affect antisocial behavior from middle adolescence into young adulthood (ages 14 to 22 years). Whereas we find evidence that antisocial individuals choose to affiliate with deviant peers, and that affiliating with deviant peers is associated with an individual’s own delinquency, these complementary processes of selection and socialization operate in different developmental periods. In middle adolescence, both selection and socialization serve to make peers similar in antisocial behavior, but from ages 16 to 20 years, only socialization appears to be important. After age 20, the impact of peers on antisocial behavior disappears as individuals become increasingly resistant to peer influence, suggesting that the process of desistance from antisocial behavior may be tied to normative changes in peer relations that occur as individuals mature socially and emotionally. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group contingencies, randomization of reinforcers, and criteria for reinforcement, self-monitoring, and peer feedback on reducing inappropriate classroom behavior.

Considerable research has demonstrated the effectiveness of interdependent and unknown dependent group contingencies on reducing inappropriate classroom behavior. Several investigators have focused on the addition of self-monitoring and peer feedback to these interdependent and unknown dependent group contingencies in order to further improve their effectiveness. In addition, another and separate line of research has examined group contingencies with the randomization of the reinforcement procedure as a means of improving the intervention effect. Absent in the present literature is a study that combines all of these various elements into one multicomponent intervention. Therefore, the present study focused on demonstrating the effectiveness of interdependent and unknown dependent group contingencies that also included self-monitoring, peer feedback, and the randomization of both reinforcers and criteria for reinforcement in reducing the frequency of inappropriate classroom behaviors. The results indicated large positive effects for this multicomponent intervention across all students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of psychotherapy and behavior change.

Reviews the book, Handbook of psychotherapy and behavior change by Sol L. Garfield and Allen E. Bergin (1986). The third edition of the Handbook is an 886-page volume, complete with author and subject indices. It contains 19 chapters divided into six parts; each chapter is written by established authorities. The six divisions into which the chapters have been separated include Historical, Methodological, and Conceptual Foundations; Evaluation of Process and Outcome in Psychotherapy and Behavior Change; Behavioral and Cognitive Therapies; Child and Family Therapies; Special Topics; and Evaluating the Training of Therapists. This volume represents "a critical appraisal of existing empirical research findings with an evenhanded or eclectic attitude toward divergent orientations in the area of psychotherapy and behavior change along with their implication for research and practice." Notably, the editors' critical but even-handed appraisal of the field now includes satisfaction with "an increased sophistication in the design of research on psychotherapy" as well as "the introduction of specific training manuals that allow for a greater specification and monitoring of the operations of specific therapies." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability.

Prior research offers limited insight into the types of work experiences that promote leadership skill development and the ways that the person and context shape the developmental value of these experiences. In this article, the authors develop a series of hypotheses linking leadership skill development to features of the experience (developmental challenge), person (learning orientation), and context (feedback availability). Based on 225 on-the-job experiences across 60 managers, their results demonstrate that the relationship between developmental challenge and leadership skill development exhibits a pattern of diminishing returns. However, access to feedback can offset the diminishing returns associated with high levels of developmental challenge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of incentive, feedback, and manner of presenting the feedback on leader behavior.

Attempted to determine whether or not the content of a leader's verbal behavior could be altered by manipulation of the type and manner of feedback and incentive. 96 groups of 4 male undergraduates, with 1 leader per group, served as Ss in a 2 * 2 * 2 design. During a case discussion, the E varied the 3 independent variables and recorded the content of the leader's verbal behavior by means of the Bales category system. It was found that (a) positive feedback made the leaders more task oriented, whereas negative feedback increased negative social-emotional behavior; (b) the incentive decreased the number of questions asked; and (c) the manner of presenting the feedback (publicly or privately) produced no changes in verbal behavior when analyzed as a main effect, but significant interactions were found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of interpersonal group composition on the problem-solving behavior of middle managers.

Examined the effects of compatible and incompatible group composition on the problem-solving behavior of middle managers who had spent time together in work-management conferences. 22 groups (n = 10-12 per group) were administered the Fundamental Interpersonal Relationship Orientation-Behavior at the start of their conference. The Lego Man, a problem-solving exercise, was administered the 2nd day. Groups that were more compatible on the interpersonal dimensions of control and affection completed the task more rapidly than more incompatible groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal ordering of physical self-concept and exercise behavior: Reciprocal effects model and the influence of physical education teachers.

Does prior physical self-concept influence subsequent exercise behavior? On the basis of a large sample of physical education classes (2,786 students, 200 classes, 67 teachers) collected early (Time 1) and late (Time 2) in the school year, findings support a reciprocal effects model in which prior physical self-concept and exercise behavior both influence subsequent physical self-concept and exercise behavior. Whereas variables from the theory of planned behavior (TOPB; behavioral intentions, perceived behavioral control, exercise attitudes) also contributed to the prediction of subsequent exercise behavior, the effect of prior physical self-concept was significant for subsequent outcomes after controlling these variables, suggesting that the TOPB should be supplemented with self-concept measures. On the basis of multilevel models, there were systematic differences in these variables for students taught by different teachers that generalized over time and across different classes taught by the same teacher. Support for the reciprocal effects model was robust. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of prosocial video games on prosocial behavior.

Previous research has documented that playing violent video games has various negative effects on social behavior in that it causes an increase in aggressive behavior and a decrease in prosocial behavior. In contrast, there has been much less evidence on the effects of prosocial video games. In the present research, 4 experiments examined the hypothesis that playing a prosocial (relative to a neutral) video game increases helping behavior. In fact, participants who had played a prosocial video game were more likely to help after a mishap, were more willing (and devoted more time) to assist in further experiments, and intervened more often in a harassment situation. Results further showed that exposure to prosocial video games activated the accessibility of prosocial thoughts, which in turn promoted prosocial behavior. Thus, depending on the content of the video game, playing video games not only has negative effects on social behavior but has positive effects as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a model of the feedback process within executive coaching.

Recent literature concerning executive coaching consistently points out the need for a better conceptual understanding of the process of coaching. The current paper addresses this need with an emphasis on the role of feedback in executive coaching. Several existing models of the coaching process mention feedback as an important element, but none expand on the role and function of feedback in executive coaching relationships. This paper builds on several existing models of executive coaching and integrates London and Smither's (2002) model of the feedback process to create a model of feedback in executive coaching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of personality and situational cautiousness on conceptual behavior.

An assessment of the degree to which cautiousness ("the tendency to behave in a manner designed to avoid potential failure or disapproval experiences… often at the expense of other satisfactions") affected responsiveness to TAT cards and MAPS. Degree of cautiousness was assessed by performance on the Rotter Level of Aspiration Board (see 19: 2261). Ss were then administered a test of social acceptability of attitudes and were either told that they scored low (failure experience), scored high (success experience), or were given no feedback (neutral). Comparisons of cautious (C) and noncautious (NC) Ss revealed that degree of cautiousness distinguished C and NC Ss in the neutral situation only. The finding supported the assumption that cautiousness, as a personality trait, could also be used to describe conceptual behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of sodium pentobarbital on vocal behavior.

This study investigated the effects of sodium pentobarbital on the voice, on a psychomoter task (differential visual reaction time) and on mood, as reported by the Ss on the Clyde Mood Scale. 2 oral dose levels and a placebo were given blind to 12 Ss in a Latin-square design. Care was taken to control the effects of social interaction. The rate of reading a standard, well-practiced paragraph was slowed in response to this drug, as were reaction times. Ss described themselves as less clear thinking, less energetic, and less aggressive after pentobarbital, but not more or less jittery, depressed, or friendly. Frequency spectrum analysis of the voice did not show consistent changes in voice quality in response to this drug. (PsycINFO Database Record (c) 2010 APA, all rights reserved)