The role of mindfulness in predicting individual performance.

Mindfulness refers to an individual difference variable regarding the degree to which a person is in the present moment (K. W. Brown & R. M. Ryan, 2003). Despite a growing interest in the benefits of mindfulness in health and clinical outcomes, little research has explored whether mindfulness relates to individual performance. The authors examined whether mindfulness was related to performance among a group of MBA students (N = 149). The results show that mindfulness interacted with gender to predict performance. Specifically, the positive association between mindfulness and performance was stronger for women than for men. Implications and future directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of member mood states on creative performance in temporary workgroups.

Previous individual-level research suggests that positive mood promotes creative problem solving (A. M. Isen, 2000). The current study built on these results to investigate group-level phenomena. Temporary workgroups (N=57) were induced to experience positive, neutral, or negative mood before engaging in a creative production task. The results indicated that positive mood increased creative performance and implementation efficiency, whereas negative mood had no effect. Regarding group process, positive and neutral mood created a stronger task focus, whereas negative mood created a stronger relationship focus within the group, but this effect did not influence group performance. Implications for future research on the role of mood in group creativity and process are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in problem-solving performance as a function of attitude differences.

Men make significantly higher scores than women on a scale of attitudes toward problem solving. Attitude scores "have some positive relationship to performance scores." From Psyc Abstracts 36:01:1GD56C. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A process-oriented approach for averting confounds resulting from general performance deficiencies in schizophrenia.

The most pervasive and least well-addressed problem in cognitive studies of schizophrenia is the propensity of schizophrenia patients to show inferior performance on a variety of cognitive tasks. Consequently, apparent specific cognitive abnormalities may actually reflect the interaction of task discriminating power with generalized deficit. L. J. Chapman and J. P. Chapman (1973) suggested psychometric approaches for eliminating such artifactual group differences. Unfortunately, their solution neglects important issues of process specification and does not provide a viable strategy for process-oriented investigators. Psychometric remediation of artifactual Group?×?Task interactions inevitably confounds the processes being measured, resulting in theoretically ambiguous findings. Moreover, evidence that changes in measurement reliability can both increase and decrease group discrimination challenges a basic underlying assumption of the Chapmans' matching solution. This article presents a process-oriented approach to solving this problem in schizophrenia research. (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)     

Relationship between individual proficiency and team performance and efficiency.

Using 64 pairs of college students doing jigsaw puzzles, team and individual performance was compared. They could work the puzzles better alone than when doing it in pairs cooperatively, however, relatively poor prediction is obtained from measures of individual proficiency. The performance of the most efficient member of a team, however, predicted slightly better both team performance and team efficiency. "The more similar the two members of a team were in individual proficiency, the more likely they were to form a proficient and effective team." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating the Readiness of Pre-Referral Intervention Teams for Use in a Problem Solving Model.

Scholars have suggested that school psychologists should implement a problem solving approach to practice (Reschly & Ysseldyke, 2002). Pre-referral intervention teams (PITs) are a frequently used model in education and are a preferred service option among school psychologists. Thus, the PIT model could be expanded to more effectively function within a problem solving approach, but research is needed to examine the use of PITs in this format. Ellis (2001) suggested that educational innovations require research that demonstrates sound theoretical basis, proven effectiveness, and consistent widespread implementation. The current article reviewed research and concluded that the PIT model was developed from a solid theoretic base and data exist to support its effectiveness. However, consistent implementation has not been achieved and remains a significant barrier to moving toward a problem solving approach. Research is needed regarding team format, assignment of staff, training, and treatment fidelity to better assure consistency through recommendations for practice. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Measurement and assessment issues in performance appraisal.

Performance appraisal is a topic that is of both theoretical interest and practical importance. As such, it is one of the most researched topics in industrial and organisational psychology. Several measurement issues are central to performance appraisal including: (a) how performance has been measured, (b) how to improve performance appraisal ratings, (c) what is meant by performance, and (d) how the quality of ratings has been defined. Each of these are discussed along with the shortcomings of the extant literature in helping to come to grips with these important issues. Next, some of the new challenges facing performance appraisal, given its historical focus on single individuals being evaluated, are highlighted. In particular, the appraisal problems inherent in the assessment of team performance and the complexities inherent in multisource feedback systems are covered. We conclude with a short discussion of the litigious issues that can arise as a result of poor performance management practises. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Between-Individual Comparisons in Performance Evaluation: A Perspective From Prospect Theory.

This article examines how between-individual comparisons influence performance evaluations in rating tasks. The authors demonstrated a systematic change in the perceived difference across ratees as a result of changing the way performance information is expressed. Study 1 found that perceived performance difference between 2 individuals was greater when their objective performance levels were presented with small numbers (e.g., absence rates of 2% vs. 5%) than when they were presented with large numbers (e.g., attendance rates of 98% vs. 95%). Extending this finding to situations involving trade-offs between multiple performance attributes across ratees, Study 2 showed that the relative preference for 1 ratee over another actually reversed when the presentation format of the performance information changed. The authors draw upon prospect theory (D. Kahneman & A. Tversky, 1979; A. Tversky & D. Kahneman, 1981) to offer a theoretical framework describing the between-individual comparison aspect of performance evaluation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Team versus individual training, training task fidelity, and task organization effects on transfer performance by three-man teams.

Transfer performance of teams was measured in a simulated radar-controlled aerial intercept task. Superior performance occurred after training on an independently organized task (as compared to that after training which required verbal interaction among controllers), and superior performance occurred in an independently organized transfer task. However, these 2 variables interacted such that performance on an interaction condition of the transfer task was equivalent to that on an independently organized task if prior training was under the independent task organization. Training task fidelity influenced performance only on the interaction transfer task, with superior performance following a high-fidelity training situation in which controllers could acquire the same skills to be required in transfer for communication to interceptor pilots. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When shoes become hammers: Goal-derived categorization training enhances problem-solving performance.

Problem-solving theories have not examined how solvers navigate their knowledge to interpret problem situations or to plan strategies toward goals. In this article, the author argues that success in problem solving depends on the solver's ability to construct goal-derived categories, namely categories that are formed ad hoc to serve goals during the instantiation of problem frames. Experiment 1 (N = 140) showed improved problem-solving performance after training to construct goal-derived categories. Experiment 2 (N = 80) demonstrated that effects of training in category construction can be obtained without participants being explicitly informed regarding the relevance of training to problem solving. These studies suggest that problem solving is a dynamic expression of goal-directed cognition and provide evidence for the involvement of categorization in problem-solving processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deep-level composition variables as predictors of team performance: A meta-analysis.

This study sought to unify the team composition literature by using meta-analytic techniques to estimate the relationships between specified deep-level team composition variables (i.e., personality factors, values, abilities) and team performance. The strength of the team composition variable and team performance relationships was moderated by the study setting (lab or field) and the operationalization of the team composition variable. In lab settings, team minimum and maximum general mental ability and team mean emotional intelligence were related to team performance. Only negligible effects were observed in lab settings for the personality factor and team performance relationships, as well as the value and team performance relationships. In contrast, team minimum agreeableness and team mean conscientiousness, openness to experience, collectivism, and preference for teamwork emerged as strong predictors of team performance in field studies. Results can be used to effectively compose teams in organizations and guide future team composition research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating dynamic performance: The influence of salient Gestalt characteristics on performance ratings.

It is well recognized that performance changes over time. However, the effect of these changes on overall assessments of performance is largely unknown. In a laboratory experiment, we examined the influence of salient Gestalt characteristics of a dynamic performance profile on supervisory ratings. We manipulated performance trend (flat, linear-improving, linear-deteriorating, U-shaped, and ∩-shaped), performance variation (small, large), and performance mean (negative, zero, positive) within subjects and display format (graphic, tabular) between subjects. Participants received and evaluated information about the weekly performance of different employees over a simulated 26-week period. Results showed strong main effects on performance ratings of both performance mean and performance trend, as well as interactions with display format. Theoretical and practical implications of the results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assembly bonus effect or typical group performance? A comment on Michaelsen, Watson, and Black (1989).

L. K. Michaelsen et al (see record 1990-04483-001) argue that, by using experienced groups working on relevant tasks with real rewards, an assembly bonus effect (group performance that is better than the performance of any individual group member or any combination of individual member efforts [B. E. Collins and H. Guetzkow, 1964]) was demonstrated. Using computer simulations based on the Michaelsen et al findings, the authors argue that it is highly unlikely that an assembly bonus effect was found and that the results are typical of those obtained in standard laboratory experiments on group problem solving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Further results on group manual dexterity in Men.

47 pairs of male college students were given six individual trials on the Purdue Pegboard, Assembly Task, and six trials in which both members of the pair worked together alternating in the assembly operation. On the basis of the last four trials, the members of each pair were divided into a 'high' and 'low' group. Means, variances, and intercorrelations for the 'high', 'low' and 'group' performance trials were computed. Even though in the replication the individual task was made to resemble more closely the group task, group performance could be predicted only imperfectly from individual performance (multiple R2=.48). The hypothesis that task comparability contributes to prediction of group performance from individual performance is rejected. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of physiological arousal level, frustration, and task complexity on performance.

This paper investigates the effects of initial heart-rate level, frustration, and task complexity on digit-symbol performance. Low (LD) and high (HD) heart-rate Ss worked on a digit-symbol problem immediately before and after a frustration manipulation which raised heart rate about 20 beats/min. The results indicated that HD Ss achieved higher initial performance scores than LD Ss on tasks of relatively low complexity; however, following frustration LD Ss manifested a significantly greater increment in performance than HD Ss. The latter group showed a trend toward a decrement in performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of performance assessment in mathematics for early adolescents.

Reports validity evidence for a large-scale and "low-stakes" performance assessment involving 905 Grade 8 students. A subsample of 198 students was used to study the relationship of performance measures with conventional achievement and affective measures. Confirmatory factor analysis indicated that the 8 math performance tasks were unidimensional. Generalizability and dependability coefficients were .72 and .68, respectively. Also provided is other empirical validity evidence. Performance scores produced large and significant correlations with the achievement variables. Gender differences were significant for the total performance score as well as for the 2 components: concepts, procedures, and relationships, and applications and problem solving. Results are related to theory and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working hard and working smart: Motivation and ability during typical and maximum performance.

The distinction between what people can do (maximum performance) and what they will do (typical performance) has received considerable theoretical but scant empirical attention in industrial-organizational psychology. This study of 138 participants performing an Internet-search task offers an initial test and verification of P. R. Sackett, S. Zedeck, and L. Fogli's (1988) model of typical versus maximum performance: Motivation--in the form of direction, level, and persistence of effort exerted--rose significantly under the maximum performance condition. Consequently, the correlation between motivation--in the form of direction and level of effort--and performance diminished, whereas the correlation between ability--in the form of declarative knowledge and procedural skills--and performance increased under the maximum performance condition. Overall, results confirm the general propositions of the model. Implications for the generalizability of these findings, theory, practice, and directions for future studies of typical and maximum performance are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Group versus individual problem-solving.

This investigation was proposed to answer the question: "Is the performance of a group superior to the performance of an individual?" Using problems involving spatial and verbal variables, the research findings indicated that group solutions were superior to individual. (PsycINFO Database Record (c) 2010 APA, all rights reserved)