Predicting success in supervisory training programs by the use of psychological tests.

How valid are the Wonderlic, How Supervise?, and the F scale in predicting success in supervisory training programs? S were students in a supervisory training course in a night school. The criterion was the grade received in the course. "It can be concluded that in this preselected homogeneous group the use of the How Supervise? Scale and the F Scale predicts with a high degree of accuracy those who are able to successfully complete a supervisory training course." Early in the course, the Wonderlic had predictive value but not later. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Vocabulary Testing.

The point made by Anastasi (see record 1967-08794-001) is most timely. A distressingly high percentage of psychologists still are at the mass stage, developmentally speaking, in their perception of intelligence tests and intelligence testing. Simple differentiations are woefully infrequent in evidence. Many educators have employed Wechsler Performance scores, in their "predictive" thinking, as though they "said" the same thing as the Verbal scores. Articles tend often to be accepted for publication, and the research on which they were based too often to be directed, reflecting an assumption that a vocabulary test is a vocabulary test is a vocabulary test--where scores on, say, the Peabody Picture Vocabulary Test are taken, at least implicitly, to reflect the same phenomenon as do scores on the Binet vocabulary test, or on a multiple-choice type of vocabulary test. No apparent awareness is in evidence of a sensitivity to a difference between the identification of pictures and verbal labels, the verbal production of definitions, and/or the recognition of verbal equivalents or similarities. Also, psychologists who have been trained primarily with or on adults, with respect to whom IQs can have certain limited value, tend to think of children in similar terms when in reality even a good IQ has very limited value to the elementary class teacher. This studious impoverishment of test information is further perpetuated by group test publishers who refrain from providing level scores that could be of help to elementary level teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modifying supervisory practices to improve subunit safety: A leadership-based intervention model.

This article presents a leadership-based intervention model designed to modify supervisory monitoring and rewarding of subordinates' safety performance. Line supervisors received weekly feedback based on repeated episodic interviews with subordinates concerning the cumulative frequency of their safety-oriented interactions. This information identified the priority of safety over competing goals such as speed or schedules. Section managers received the same information and used it to communicate (high) safety priority. They also were trained to conduct episodic interviews to provide intermittent feedback after intervention, turning safety priority into an explicit performance goal. Safety-oriented interaction increased significantly in the experimental groups but remained unchanged in the control groups. This change in safety-oriented interaction was accompanied by significant (and stable) changes in minor injury rate, earplug use, and safety climate scores during the postintervention period. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A factor-analytic study of supervisory and group behavior.

Questionnaires were given to 98 skilled tradesmen at a naval shipyard, measuring (1) supervisory practices in relations with employees, and (2) attitudes and interactions of the members of the work group. The 13 subscales were divided in half, resulting in 25 usable variables each including 3-4 items. Factor analysis of the 25 variables yielded 6 factors: I-Supervisor-Subordinate Rapport, II-Congenial Work Group, III-Informal Control, IV-Group Unity, and three doublets. All variables calling for evaluation of supervisory practices emerged on the first factor; the remaining factors were related to relationships among the workers themselves. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Leadership opinions as forecasts of supervisory success.

"The Leadership Opinion Questionnaire was administered to supervisors of a firm noted for its emphasis on progressive personnel relations and interest in the welfare of the individual employee. A correlation of .29 was found between the extent to which a supervisor believed he ought to be considerate of his subordinates and the extent to which he was rated a successful supervisor by his superiors two years later. No consistent relation was found between favoring Initiation of Structure and rated success." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnosis and verbal learning.

Rigidly standardized hypnotic procedures were used in a double-blind experiment which examined the acquisition ability of Ss who differed in hypnotic susceptibility for the learning of both meaningful (poems) and meaningless (nonsense syllables) material when hypnotized and when unhypnotized. Regression analyses indicated that: (a) Differences in relative degree of hypnotic susceptibility among Ss did not influence the learning of nonsense syllables or poems; (b) S's degree of manifest anxiety and verbal intelligence did not contribute significantly to performance scores; and most important, (c) the application of hypnosis did not significantly influence performance on either nonsense syllables or poems when compared to performance in the unhypnotized treatment. (22 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of interview and situational performance procedures to the selection of supervisory personnel.

2 groups of supervisors (each N = 40), selected to be as similar as possible on a set of control predictor variables "known to be predictive of supervisory performance" (basic abilities test score, supervisory practices score, age, service, job level) and to be maximally different on criterion scores of supervisory effectiveness ratings, were used to try out 5 experimental supervisory performance predictors: panel interview, individual interview, group discussion problem, role playing situation, and small-job management. Each group was divided into a high and low subgroup on the basis of the control predictor variables. The predictor battery validity increased from an average of .27 for the control predictors alone to .30-.34 when various of the experimental predictors were added. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A close look at conflictual supervisory relationships: The trainee's perspective.

In a qualitative study of negative supervision, 13 master's and doctoral trainees were interviewed about a supervision experience that had a detrimental effect on their training. Many supervisors were described as not being invested in the relationship and as being unwilling to own their role in conflicts. Many trainees described being overworked without proper supervision, some felt expected to support their supervisors, and many underwent extreme stress and self-doubt. Most participants reported ongoing power struggles with angry supervisors, and most relied on peers, other professionals, and therapists for support. Qualitative themes were consistent with trainees' high scores on the Role Conflict and Role Ambiguity Inventory (M.E. Olk & M.L. Friedlander, 1992) and with their low ratings of their supervisors' attractiveness and interpersonal sensitivity on the Supervisory Styles Inventory (M.L. Friedlander & L.G. Ward, 1984). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of participatory and supervisory leadership on group creativity.

This study compares the creativity of 4-man groups under 2 conditions of leadership. The Ss were 90 freshmen and sophomore Navy ROTC midshipmen and 30 NROTC seniors who served as group leaders. In 15 of the groups, the leaders acted as chairmen who directed the group discussions and contributed to the task solution. In the other 15 groups, leaders acted in a supervisory capacity: they directed and guided group discussion and they were allowed to encourage members or to reject ideas, but the leaders were prohibited from contributing to the solution of the task. Groups having participatory leaders were generally superior in quantity of output while groups under supervisory leaders were superior in the quality of the product. Although leaders in the 2 conditions did not differ in their satisfaction with the group product, the participatory leaders were more satisfied with their own individual contribution to the task. The leadership styles did not produce differences in the members' esteem for the leader or in the members' morale and satisfaction with the task. Differences were found in the influence of the leader intelligence and ability scores on group creativity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment processes in the supervisory relationship: An exploratory investigation.

How do relational characteristics of clinical trainees and supervisors influence the supervisory relationship? Following suggestions that attachment theory might shed light on this question, the authors asked doctoral-level psychology interns (N = 87) to complete an online survey about attachment processes and supervision experiences. Findings indicated that perceived supervisor attachment style was significantly associated with supervision task and bond. Regardless of their own attachment style, participants reporting secure supervisors rated the supervisory bond higher than participants reporting insecure supervisors. Results of path analyses suggested that parental indifference, compulsive self-reliance, and perceived supervisor attachment style may be particularly important in shaping the supervisory alliance. Implications for training and supervision are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Supervisory Inventory: A forced choice measure of human relations attitude and technique.

Having human relations knowledge and skill for content, forced choice type items, and provisions for minimizing bias and fakability; the Supervisory Inventory was put to the test following its construction. The criteria used were ratings by supervisors of supervisors and productive characteristics. 131 supervisors were Ss in the constructive phase; 73 supervisors in a different plant participated in the validation. "Although further refinement and validation are necessary, the present validities obtained are very encouraging." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

企业测量设备的质量保证要求

通过学习国家技术监督局发布的双编号国家标准GB T190 2 .2 .1- 1994 -ISO10 0 12 - 1:1994《测量设备的质量保证要求　第一部分　测量设备的计量确认体系》 ,促进GB T190 0 0系列标准的实施 ,达到提高测量设备管理水平的目的。     

Decision quality as a measure of visual display effectiveness.

A new gaming technique was employed in an attempt to evaluate more accurately the effectiveness of visual displays. 18 male university students acted as traffic managers for a hypothetical trucking concern. Trucking information was presented in map-plus-overlay displays, and Ss manipulated trucks, drivers, and loads within the framework of the economic rules governing the trucking operation. A computer program was written which determined the profit in dollars of each S's performance. 3 independent variables—use of color, fact density, and compression (ratio of symbols to facts)—were used in this repeated measures design. Analysis of variance indicated that profit was a positive function of increasing fact density (p     

Standardization of the Wechsler Adult Intelligence Scale for older persons.

The primary purpose of this project is the standardization of the WAIS for older groups. A probability sample of the population of Kansas City was drawn and 475 persons, aged 60 and over, were given all the Verbal tests. For approximately 25% of these cases, one or more of the performance tests could not be used for various reasons. In addition to the standardization data, it was found that a) additional time makes very little difference in the scores; and b) the differences between the sexes on the WAIS were quite small. In general, the decline of verbal abilities with age is relatively small until about age 70. The decline in Performance measures is somewhat greater. There appears to be a similar factorial composition of the WAIS at all age levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships between job difficulty, employee's attitude toward his job, and supervisory ratings of the employee effectiveness.

Using correlational techniques, an investigation was made of the relationships between job difficulty (estimated by job evaluation factors), employee attitudes toward his job, and job environment, and supervisory ratings of employee performance. As job difficulty increased, employee attitudes were significantly more positive toward the job, management, and communication, and opportunity for advancement. Partial correlations showed that the relationship between job satisfaction and job difficulty increased when the effects of general morale were eliminated. Supervisory ratings of employee effectiveness were significantly rated (negatively) to employee salary and job tenure. Correlations between employee's attitude dimensions indicate increasing complexity of job content and increased content with people as a part of the job, are positively related to an employee's attitude toward his job. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

No hay rosas sin espinas: Conceptualizing Latina-Latina supervision from a multicultural developmental supervisory model.

Latina mental health professionals encounter many opportunities and challenges in professional settings. As Latinas increasingly enter the profession, we are now having our first opportunity to supervise another Latina. This opportunity is often greeted with great excitement and anticipation; however, it also presents unique professional challenges. These challenges often include, but are not limited to, the potential to blur boundaries in an unhealthy manner, idealization and then unmet expectations, overidentification, and cultural misunderstandings based on ethnic differences. Little has been written about Latina?Latina supervisory dyad relationships. Few Latina psychologists have had formal training in providing supervision to other Latinas and yet the future promises to increase these types of experiences. The authors developed a Multicultural Developmental Supervisory Model (MDSM) that integrates specific Latina/o multicultural counseling competencies and Latina/o ethnic identity theory, with developmental theories of supervision. The MDSM is designed to identify the complex processes that influence the supervision dyad in an effort to provide guidance and support to the supervisor and the supervisee as well as the institutions in which supervision takes place. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence: Foundations and issues in assessment.

There is no more central topic in psychology than intelligence and intelligence testing. With a history as long as psychology itself, intelligence is the most studied and likely the best understood construct in psychology, albeit still with many “unknowns.” The psychometric sophistication employed in creating intelligence tests is at the highest level. The authors provide an overview of the history, theory, and assessment of intelligence. Five questions are proposed and discussed that focus on key areas of confusion or misunderstanding associated with the measurement and assessment of intelligence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conditioning of verbalization: A review.

Recent research in the conditioning of verbal behavior offers support to a learning-theory interpretation of changes that may occur in psychotherapy. Manipulation of awareness states, use of verbal conditioning as an independent variable, and effect of the reinforcement history of S in verbal conditioning experiments are being explored in relevance to controlled and measurable modification of verbal behavior. Evidence is accumulating that the generalization of an experimentally acquired verbal response is a function of the common cue-producing properties of the several classes of which it may be a member. (2-p. ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)