Master of Science / Department of Psychological Sciences / Patrick A. Knight / Despite the functional importance of performance appraisals in organizational settings, rating inaccuracies persist and have been a widely researched topic for decades. Contemporary efforts to explore the problem have turned to components of accuracy to foster a more detailed understanding of the influence of situational factors and individual biases. In particular, a great deal of research has examined the role of rating purpose (e.g., administrative, developmental) on subsequent accuracy, consistently revealing greater leniency for administrative ratings than for developmental ratings. On the basis of spreading activation theory, rating purpose was conceptualized as a priming event, and in combination with rating strategy priming, was expected to prompt predictable enhancements to specific components of accuracy. Participants for this experimental study were 160 undergraduate students. Participants were randomly assigned a rating purpose with “real-world” implications, and exposed to a strategy priming task designed to promote specific rating cognitions. Students viewed video-recorded competitive marching band performances, and rated them. Participants’ ratings were compared to those made by experienced raters to compute accuracy estimates. Results were largely non-significant, but in the directions expected. Limitations and future research opportunities are discussed.

The purpose of this research was to examine frame-of-reference (FOR) training retention in an assessment center (AC) rater training context. In this study, we extended Gorman and Rentsch’s (2009) research showing FOR training effects on performance schemas by examining the effects immediately after training and again after a two-week nonuse period. We examined the retention effects of FOR training on performance ratings and on performance schema accuracy. The results indicated that the FOR training condition, compared to a control condition, yielded performance ratings and performance schemas more similar to expert ratings and to an expert schema, respectively. FOR training also had positive effects on ratings and performance schema accuracy assessed two weeks after training. These results support and extend the theory of FOR training, which posits that the instructed theory of performance replaces the preexisting rater schemas (Lievens, 2001), and they contribute to the research on FOR training within AC contexts.

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本研究之目的主要是透過360度回饋的方式，進一步探討影響主管人員行為改變意圖的相關因素，這些因素包括評量正確性知覺、360度回饋滿意度、自我效能、組織支持、組織限制以及自他評一致性等。 本研究樣本為國內某建築業之主管，其中初階主管15人，中階主管42人，高階主管4人，共計61位主管。研究結果發現，評量正確性知覺、360度回饋滿意度、自我效能以及組織支持等變項與行為改變意圖之間均具有顯著正相關，然而組織限制與行為改變意圖之間則不具有顯著的負相關。變異數分析的結果顯示，不同自他評一致性程度的受試，其在評量正確性知覺上確實有顯著差異存在，然而在行為改變意圖上卻並未有顯著差異。事後比較進一步發現，「低估」組以及「一致低」組的受試在評量正確性知覺上顯著高於「高估」組，然而「一致高」組的受試在評量正確性知覺上則並未顯著高於「低估」組與「一致低」組。此外，逐步迴歸分析研究結果顯示，在評量正確性知覺、360度回饋滿意度、自我效能、組織支持以及組織限制等變項之中，以360度回饋滿意度對於行為改變意圖的變異解釋量為最高(30％)。 本研究並進一步指出研究之限制，以及建議後續研究者可以針對影響員工對於360度回饋的態度、個人行為改變決策歷程、友誼效應、訓練效果、電腦化、以及組織文化分析等議題進行更深入的探討；此外，對於有意推行360度回饋系統之企業組織，本研究亦提供多項實務上的建議。