Search

Skill decay is the decrement in performance on acquired knowledge and skills after a period of nonuse. Although there is a fair amount of work on individual skill decay, the literature on team-level skill decay is very limited. Thus, using a synthetic task environment, the objective of this study was to compare individual and team performance in terms of skill acquisition, retention (decay), and reacquisition. Eighty-one individuals in 27 three-person teams were trained to perform a complex computer-based simulation. The initial acquisition phase comprised a 2-day, 5-hour training protocol. After an average 73.33-day nonuse interval (SD = 30.18), participants returned for a 2-hour reacquisition session. Participants completed the performance task as both individuals and teams. The results indicated that, compared to individual performance, team performance improved faster during the skill acquisition phase. However, unlike individual performance, the amount of decay for team performance was dependent on whether the first retention performance session for team members was performed as individuals—where trainees had the opportunity to perform all components of the task—or as a team, with the latter resulting in the most decay. By extension, these results highlight the impact of a relatively brief individual post-retention (nonuse) interval training to mitigate team skill decay. In short, our results indicate that a little individual practice can go a long way toward maintaining team retention performance, but in contrast, a little team practice does not do the same for individual retention performance. [ABSTRACT FROM AUTHOR]

This study expands on Keiser and Arthur's (2021) meta-analysis of the after-action review (AAR), or debrief, by examining six additional task and training characteristics that contribute to or attenuate its effectiveness. The findings based on a bare-bones meta-analysis of results from 83 studies (134 ds [955 teams; 4,684 individuals]) indicate that the effectiveness of the AAR (overall d = 0.92) does indeed vary across the pertinent characteristics. The primary impact of this study pertains to the practical implementation of AARs; notably, the findings indicate that the AAR is particularly effective in task environments that are characterized by a combination of high complexity and ambiguity in terms of offering no intrinsic feedback. The types of tasks—often project and decision-making—that more commonly entail these characteristics are frequently used in industries that do not traditionally use the AAR. The results also suggest that more recent variants of the AAR (i.e., a reaction phase, a canned performance review) do not meaningfully add to its effectiveness. These findings are combined with those from prior meta-analyses to derive 11 empirically-based practical guidelines for the use of AARs. In sum, this study highlights the complexity of the AAR that results from the independent and interdependent influence among various components and characteristics, the examination of the effects of novel and ostensibly distinct variants or approaches to AARs, and the extension of AARs to tasks and contexts in which they are less commonly used. [ABSTRACT FROM AUTHOR]

Objective: The present study examined the effectiveness of after-action reviews (AARs; also known as debriefing) in mitigating skill decay. Background: Research on the long-term effectiveness of AARs is meager. To address this gap in the literature, we conducted an experimental study that also overcomes some research design issues that characterize the limited extant research. Method: Eighty-four participants were randomly assigned to an AAR or non-AAR condition and trained to operate a PC-based fire emergency simulator. During the initial acquisition phase, individuals in the AAR condition were allowed to review their performance after each practice session, whereas individuals in the non-AAR condition completed a filler task. About 12 weeks later, participants returned to the lab to complete four additional practice sessions using a similar scenario (i.e., the retention and reacquisition phase). Results: The performance of participants in the AAR condition degraded more after nonuse but also recovered faster than the performance of participants in the non-AAR condition, although these effects were fairly small and not statistically significant. Conclusion: Consistent with the limited research on the long-term effectiveness of AARs, our findings failed to support their effectiveness as a decay-prevention intervention. Because the present study was conducted in a laboratory setting using a relatively small sample of undergraduate students, additional research is warranted. Application: Based on the results of the present study, we suggest some additional strategies that trainers might consider to support long-term skill retention when using AARs. [ABSTRACT FROM AUTHOR]

This study investigated whether the items on commonly used scales measuring task performance, organizational citizenship behavior (OCB), counterproductive work behavior (CWB), and work withdrawal were judged to represent alternative behaviors. We first found that each scale contained items that were judged (by three independent samples) to represent an alternative construct. Importantly, we empirically verified these suggested scale revisions with an independent sample of multi-source behavioral ratings that showed model fit improvements and factor loading increases when items were moved to the suggested scales. We also found that, compared to the original scales, revised scales measuring task performance and OCB showed (a) more trait variance; (b) improved reliability; (c) lower mean levels; and (d) weaker correlations with nomological correlates. [ABSTRACT FROM AUTHOR]

Objective: In the present study, we examined the relationship between team members' interaction anxiety and team-training effectiveness.Background: Training in the context of teams can be focused on either individual or team outcomes. Relatedly, the individual differences of team members can hinder or facilitate the effectiveness of training for both individuals and the team as a collective. Interaction anxiety is an understudied individual difference that has been shown to be negatively related to training effectiveness in individual contexts. However, its effects in team-training contexts are yet to be investigated.Method: A sample of 492 students in 123 four-person teams was trained to operate a complex, computer-based team taskResults: Interaction anxiety negatively related to team cohesion and team-training effectiveness. A cusp catastrophe model fit the data and showed that teams with more than one high-interaction-anxiety member were negatively affected.Conclusion: Interaction anxiety inhibits the social activities of team training, in turn reducing team-training effectiveness when there is more than one high-interaction-anxiety individual on the training team.Application: These results highlight the importance of examining interaction anxiety as a training team compositional variable that may inhibit behaviors and team processesnecessary to capitalize on the positive social activities on which team training depends since the interaction anxiety composition of training teams may serve as an important boundary condition on the effectiveness team-training interventions. [ABSTRACT FROM AUTHOR]

Purpose: Title VII of the Civil Rights Act of 1964 provided industrial/organizational (I/O) psychologists with a unique role as professional test developers and consultants involved in assisting organizations in establishing the job-relatedness/validity defense to charges of discrimination, specifically charges based on an adverse or disparate impact theory. However, these activities have transmogrified into the fairly common occurrence of public municipalities and organizations demanding the reduction or absence of adverse impact as part of the scope of work or contracts and for practitioners and consultants to guarantee adverse impact reduction or elimination a priori. Plaintiffs and their experts also routinely argue that the observed adverse impact could have been allayed or eliminated if the defendant had only just used alternative testing methods. This then begs the following question: “Are there well established techniques and procedures that can reduce, minimize, or eliminate adverse impact in a predictable, generalizable, and replicable fashion in the same manner that we might guarantee validity?” The present paper seeks to answer this question. Approach and Findings: With the preceding as a backdrop, the present paper identifies and discusses four overlooked critical attributes of adverse impact that collectively and in conjunction work against and obviate adverse impact reduction and elimination guarantees. Conclusions and Implications: We conclude that the search for guaranteed adverse impact reduction or elimination is a “Holy Grail” and that we should avoid predictions and guarantees regarding adverse impact elimination in specific situations, including those based on the inclusion of “alternative” selection devices. However, in the context of civil rights legislation, and the intersection of I/O psychologists with said legislation, what we can guarantee as a science and profession are sound and valid tests and assessment devices that can be defended accordingly should the use of said tests and devices be challenged. [ABSTRACT FROM AUTHOR]

We investigated feedback acceptance by participants (N = 141) in an operational developmental assessment center (AC). Consistent with predictions based on self-enhancement theory and the Affective Infusion Model, results indicated that higher assessor ratings were associated with higher feedback acceptance, and this relationship was partially mediated by the participant's affective reaction to the feedback session. Participants' self-ratings of their AC performance did not affect this relationship suggesting no support for our prediction based on self-verification theory. We also investigated the role of participants' self-ratings of agreeableness, extraversion, and emotional stability in feedback acceptance by testing specific moderated mediation hypotheses. Extraversion was related to feedback acceptance through the affective reaction to the feedback session. Agreeableness moderated the affective reaction to the feedback session and feedback acceptance relationship such that there was a strong relationship between affective reaction and feedback acceptance for highly agreeable participants, but no relationship for low agreeable individuals. For low agreeable individuals, there was a positive direct relationship between the assessor ratings and feedback acceptance which was not observed for highly agreeable individuals. The hypothesized role of emotional stability in predicting feedback acceptance was not supported. Implications for the delivery of feedback in developmental ACs are discussed in light of these findings. Copyright © 2008 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This study examined the relationship between job satisfaction and task and contextual performance. Specifically, it assessed this relationship for overall as well as facets of job satisfaction. Four hundred and forty-four employees in a manufacturing plant completed measures of job satisfaction and their supervisors completed measures of task and contextual job performance. Results indicate that the relationships between overall job satisfaction and task and contextual performance were the same. However, when the facets of job satisfaction were considered, different relationships emerged. There was a stronger relationship between satisfaction with supervision and contextual performance compared to task performance. In contrast, there was a stronger relationship between satisfaction with work and task performance compared to contextual performance. Results indicated the importance of considering different facets with the job satisfaction and job performance relationship, as well as the importance of matching predictors and criteria in terms of their levels of specificity. Cette étude examine la relation entre la satisfaction au travail, la tâche et la performance en contexte. Plus spécifiquement, cette relation a étéévaluée en envisageant la relation au travail de façon globale ou selon différentes facettes. La satisfaction au travail a été mesurée auprès de 444 salariés d’une usine de fabrication, la tâche et la performance en contexte ont étéévaluées par leurs supérieurs. Les résultats indiquent que les relations entre la satisfaction au travail envisagée de façon globale, la tâche et la performance en contexte sont les mêmes. Cependant, quand on distingue les facettes de la satisfaction au travail, des relations différentes émergent. Il y a une relation plus importante entre la satisfaction envers la supervision et la performance en contexte qu’entre la satisfaction envers la supervision et la performance. En revanche, il y a une relation plus forte entre la satisfaction du travail et la performance qu’entre la satisfaction du travail et la performance en contexte. Les résultats indiquent l’importance de trouver des indicateurs et des critères qui rendent compte de ces spécificités. [ABSTRACT FROM AUTHOR]

The article discusses why the assessment center (AC) method do not demonstrate construct-related validity evidence. The authors believe that AC is both effectively designed to representatively sample from the job content domain and to predict criteria of interest, but it fails with its construct explication and development. They argue that the problem is not in the AC theory but in the failure to engage in tests appropriate to the said theory, thus making it premature to abandon a dimension-based approach to ACs for a task or role based focus, until such tests are undertaken. Finally, they suggest ways on what can be done to correct the current state of the AC construct-related validity literature.

Background: Exogenous lipoid pneumonia is a rare disorder caused by aspiration of mineral, vegetable and animal oils. High-resolution CT findings of lipoid pneumonia in children taking mineral oil for constipation have been rarely reported.Objective: To evaluate the high-resolution CT findings in 17 children with exogenous lipoid pneumonia following aspiration of mineral oil.Materials and Methods: The study included nine boys and eight girls, with ages ranging from 2 months to 9 years. All patients underwent high-resolution CT and the images were reviewed by two radiologists who reached decisions by consensus. The inclusion criteria were an abnormal radiograph, history of taking mineral oil and the presence of intrapulmonary lipids proved by bronchoalveolar lavage or open lung biopsy.Results: The most common symptoms were cough (n = 13), mild fever (n = 11), and progressive dyspnea (n = 9). The main CT findings were air-space consolidations (100%), usually with areas of fatty attenuation (70.6%), areas of ground-glass attenuation (52.9%), and a crazy-paving pattern (17.6%), predominating bilaterally in the posterior and lower regions of the lungs.Conclusion: The high-resolution CT features in children with exogenous lipoid pneumonia are air-space consolidations and ground-glass attenuation, occasionally with a crazy-paving pattern, distributed bilaterally in the posterior and lower zones of the lungs. [ABSTRACT FROM AUTHOR]

Using a longitudinal design, the authors examined the criterion-related validity of two operationalizations of task-specific team efficacy that differed in their approximation to the level of analysis of the criterion, team performance. Data were obtained from 85 highly interdependent dyadic teams trained over a 2-week period to perform a complex perceptual-motor skill task. Results indicated that, as expected, the operationalization with a team-level referent (referent-shift consensus) was superior to the operationalization with an individual-level referent (additive) across all three data collection periods. For the referent-shift consensus operationalization, within-team agreement and the criterion-related validity improved between the first and second data collection periods but not between the second and third. However, for both operationalizations, despite the increased strength of the team efficacy and team performance relationships, efficacy ratings collected later in the study protocol did not explain unique variance in subsequent team performance once the effect of previous performance was statistically controlled. [ABSTRACT FROM AUTHOR]

This paper presents initial information on the development and validation of three team task analysis scales. These scales were designed to quantitatively assess the extent to which a group of tasks or a job is team based. During a 2-week period, 52 male students working in 4-person teams were trained to perform a complex highly interdependent computer-simulated combat mission consisting of both individual- and team-based tasks. Our results indicated that the scales demonstrated high levels of interrater agreement. In addition, the scales differentiated between tasks that were predetermined to be individual versus team based. Finally, the results indicated that job-level ratings of team workflow were more strongly related to team performance than were aggregated task-level ratings of team-relatedness or team workflow. These results suggest that the scales presented here are an effective means of quantifying the extent to which tasks or jobs are team based. A research and practical implication of our findings is that the team task analysis scales could serve as criterion measures in the evaluation of team training interventions or predictors of team performance. [ABSTRACT FROM AUTHOR]

This study constructively extends Arthur et al. (2001) by assessing the convergence of self-report and archival motor vehicle crash involvement and moving violations data in a 2-year longitudinal follow-up. The relationships among these criteria, conscientiousness, and driving speed were also assessed using both predictive and postdictive criterion-related validation designs. Data were collected from a 2-year follow-up sample of 334 participants. Results suggested a lack of convergence between self-report and archival data at both Time 1 and Time 2. In addition, the predictor/criterion relationships varied across research design and data source. An actual application of our findings is that the interpretation of relationships between specified predictors and crash involvement and moving violations must be made within the context of the criterion-related validation design and criterion data source. Specifically, predictive designs may produce results different from those of postdictive designs (which are more commonly used). Furthermore, self-report data appear to include a broader range of incidents (more crashes and tickets), and thus researchers should consider using self-report data when they are interested in including lower threshold crashes and tickets that may not be reported on state records (e.g., because of the completion of a defensive driving course). [ABSTRACT FROM AUTHOR]

The objective of the present study was to investigate the comparative criterion-related validity of different statistical operationalizations of group general cognitive ability (i.e., mean, maximum, and minimum) as a function of task type based on Steiner's (1966, 1972) task typology. In contrast to recent investigations, we hypothesized that, regardless of task type, the mean of group members' general cognitive ability would predict group performance as well as or better than other statistical operationalizations of group general cognitive ability. We conducted a laboratory study where 157 four-person groups worked on 4 tasks that conformed to Steiner's typo logy (additive, compensatory, conjunctive, and disjunctive). The results indicate that the mean was the strongest predictor of group performance across all 4 task types and, in particular, was significantly stronger than the maximum and minimum on both the disjunctive and conjunctive tasks. [ABSTRACT FROM AUTHOR]

This study used a pre/post design to assess student learning for the purposes of examining relationships among student grades, student learning, and student evaluations of teaching. These relationships were refrained in terms of reaction (Level I) and learning (Level II) evaluation criteria. Participants were 652 undergraduate students enrolled in seven sections of an introductory psychology course. Our results indicated a medium relationship between student grades and the pre/post learning measure. In addition, a small relationship was observed between student ratings of teaching effectiveness and a pre/post measure of learning. We conclude that student ratings and learning measures assess different aspects of teaching effectiveness and should not be used interchangeably. The most appropriate criterion for assessing teaching effectiveness is a function of the goal of evaluation. However, reaction and learning measures may be used in conjunction to obtain a more complete picture of instructor effectiveness. [ABSTRACT FROM AUTHOR]

In the present study, we provide a systematic review of the assessment center literature with respect to specific design and methodological characteristics that potentially moderate the construct-related validity of assessment center ratings. We also conducted a meta-analysis of the relationship between these characteristics and construct-related validity outcomes. Results for rating approach, assessor occupation, assessor training, and length of assessor training were in the predicted direction such that a higher level of convergent, and lower level of discriminant validity were obtained for the across-exercise compared to the within-exercise rating method; psychologists compared to managers/supervisors as assessors; assessor training compared no assessor training; and longer compared to shorter assessor training. Partial support was also obtained for the effects of the number of dimensions and assessment center purpose. Our review also indicated that relatively few studies have examined both construct-related and criterion-related validity simultaneously. Furthermore, these studies provided little, if any support for the view that assessment center ratings lack construct-related validity while at the same time demonstrating criterion-related validity. The implications of these findings for assessment center construct-related validity are discussed. [Copyright &y& Elsevier]

There are now concerns that dietary Se intake is inadequate for the population in the UK and parts of Europe. Many different methods can be proposed to deal with this problem. Experience from Finland suggests that the addition of Se to fertiliser is a safe and effective means of increasing the intake of the micronutrient in the human population. However, careful consideration needs to be given to the potential consequences of increasing Se intake. It is important to understand the biochemical and physiological changes that may occur with any increase in Se intake within the UK population. Se is an essential component of at least twenty functional proteins within mammals. These proteins are essential for a range of metabolic functions, including antioxidant activity, thyroid hormone synthesis and immune function. Thus, any increase in Se intake has the potential to influence in a wide range of factors that may impinge on the incidence of chronic disease. Treatment of soil with Se-supplemented fertiliser will certainly increase total Se in food products derived from areas where this treatment is in place. Consumption of such foods will increase Se status in many populations where the existing intake does not meet requirements. If the increases in Se intake are not toxic the overall consequences have the potential to be beneficial. [ABSTRACT FROM AUTHOR]

We used meta-analytic procedures to investigate the criterion-related validity of assessment center dimension ratings. By focusing on dimension-level information, we were able to assess the extent to which specific constructs account for the criterion-related validity of assessment centers. From a total of 34 articles that reported dimension-level validities, we collapsed 168 assessment center dimension labels into an overriding set of 6 dimensions: (a) consideration/awareness of others, (b) communication, (c) drive, (d) influencing others, (e) organizing and planning, and (f) problem solving. Based on this set of 6 dimensions, we extracted 258 independent data points. Results showed a range of estimated true criterion-related validities from .25 to .39. A regression-based composite consisting of 4 out of the 6 dimensions accounted for the criterion-related validity of assessment center ratings and explained more variance in performance (20%) than Gaugler, Rosenthal, Thornton, and Bentson (1987) were able to explain using the overall assessment center rating (14%). [ABSTRACT FROM AUTHOR]

We present an example of an innovative constructed response test format--a write-in/mark-in paper-and-pencil test--as an alternative to the traditional multiple-choice paper-and-pencil test, with the potential for reducing subgroup differences. We present subgroup differences data on these 2 paper-and-pencil test formats on an operational promotional exam in a sample of African American and White firefighters. The tests were designed to measure the same content domain. Using within-subjects data that compared the performance of 13 African American and 14 White fire captains, and between-subjects data that compared the performance of 21 African American and 49 White fire captains, several results were in the predicted direction such that subgroup differences were reduced on the constructed response test. However, these results did not reach statistical significance. Therefore, the study points to the need for additional research to further evaluate the promise of the constructed response test format. [ABSTRACT FROM AUTHOR]

Typically, safety-related driver education programs are aimed at changing knowledge of vehicle operation rules and regulations. However, vehicle crashes are as likely to be related to driver personality variables as they are to the knowledge of vehicle operation and rules and regulations. In a study with 48 licensed drivers, crashes were found to be significantly correlated with conscientiousness, a five-factor model personality dimension, but not with scores on a driving knowledge test. It would appear that prevention efforts should also be directed at changing conscientiousness-related behaviors, including an emphasis on goal-setting, and following rules and regulations. [ABSTRACT FROM PUBLISHER]

Focuses on five problematic issues associated with their use in personnel selection. Appropriateness of linear selection models; Detection of bias associated with social desirability, impression management and faking and the use of top-down selection models; Legal implications of personality assessment in employment contexts.

In the crash involvement literature, it is generally assumed that archival and other "objective" criterion data are superior to self-reports of crash involvement. Using 394 participants (mean age = 36.23 years), the present study assessed the convergence of archival and self-report measures of motor vehicle crash involvement and moving violations. We also sought to determine whether predictor/criterion relationships would vary as a function of criterion type (i.e., archival vs. self-report), and if a combination of both criteria would result in better prediction than would either by itself. The degree of agreement between the two criterion sources was low, with participants self-reporting more crashes and tickets than were found in their state records. Different predictor/criterion relationships were also found for the two criterion types; stronger effects were obtained for self-report data. Combining the two criteria did not result in relationships stronger than those obtained for self-reports alone. Our findings suggest that self-report data are not inherently inferior to archival data and, furthermore, that the two sources of data cannot be used interchangeably. Actual or potential applications include choosing the appropriate criterion to use, which, as the finding of this study reveals, may depend on the purpose of the investigation. [ABSTRACT FROM AUTHOR]

Describes an acoustic tomographic system capable of performing in situ two-dimensional acoustic imaging of shallow water sediments. Description of the developed fine-scale acoustic tomography system; Performance of the system; Analysis of the laboratory and field experiment data.

This study investigated the discriminant validity of cognitive ability, managerial potential, fear of negative evaluation, interaction anxiousness, and audience anxiousness as predictors of managerial performance. As hypothesized cognitive ability significantly predicted only thinking and knowledge criteria. However, managerial potential was significantly correlated with all the criteria. As predicted, fear of negative evaluation predicted thinking and knowledge criteria, interaction anxiousness, and audience anxiousness. In turn, as predicted, interaction anxiousness significantly predicted interpersonal behavior and audience anxiousness significantly predicted communication behavior. Managerial potential and fear of negative evaluation were the only two predictors that were significantly correlated with overall performance. [ABSTRACT FROM AUTHOR]

The effectiveness and efficiency of the active interlocked modeling (AIM) dyadic protocol in training complex skills has been extensively demonstrated. However, past evaluation studies have all used male participants exclusively. Consequently, the present study investigated the generalizability of the effectiveness and efficiency gains to women. We randomly assigned 108 female participants to either the AIM-dyad condition or a standard individual control training condition. The results supported the robustness and viability of the AIM protocol. Although their overall performance was lower than that obtained for men in previous studies, women trained in the AIM-dyad condition performed as well as those trained in the individual condition. Thus, the efficiency gains associated with the AIM-dyad protocol, which result from the ability to train two people simultaneously to reach the same performance level as a single person with no increase in training time or machine cost, are generalizable to female participants. The applied and basic research implications of the present study are discussed within the context of well-documented male/female differences in the performance of complex psychomotor tasks. For instance, given the number of women entering the workforce and the significant proportion of women in professions previously deemed to be male-dominated (e.g., air navigation), it is reassuring to know that sex differences in task performance do not necessarily imply sex differences in the effectiveness of training protocols. [ABSTRACT FROM AUTHOR]

This study notes that the lack of convergent and discriminant validity of assessment center ratings in the presence of content-related and criterion-related validity is paradoxical within a unitarian framework of validity. It also empirically demonstrates an application of generalizability theory to examining the convergent and discriminant validity of assessment center dimensional ratings. Generalizability analyses indicated that person, dimension, and person by dimension effects contribute large proportions of variance to the total variance in assessment center ratings. Alternately, exercise, rater, person by exercise, and dimension by exercise effects are shown to contribute little to the total variance. Correlational and confirmatory factor analyses results were consistent with the generalizability results. This provides strong evidence for the convergent and discriminant validity of the assessment center dimension ratings - a finding consistent with the conceptual underpinnings of the unitarian view of validity and inconsistent with previously reported results. Implications for future research and practice are discussed. (c) 2000 Elsevier Science Inc. All rights reserved [ABSTRACT FROM AUTHOR]

Up to one billion people live in areas where they may be at risk from I deficiency. Many of the debilitating effects of the deficiency may be irreversible, consequently it is essential to understand the mechanisms whereby lack of I can cause disease through decreased thyroxine and 3,3',5-triiodothyronine (T[3]) synthesis. Since Se has an essential role in thyroid hormone metabolism, it has the potential to play a major part in the outcome of I deficiency. These effects of Se derive from two aspects of its biological function. First, three Se-containing deiodinases regulate the synthesis and degradation of the biologically active thyroid hormone, T[3]. Second, selenoperoxidases and possibly thioredoxin reductase (EC 1.6.4.5) protect the thyroid gland from H2O2 produced during the synthesis of thyroid hormones. The mechanisms whereby Se deficiency exacerbates the hypothyroidism due to I deficiency have been elucidated in animals. In contrast to these adverse effects, concurrent Se deficiency may also cause changes in deiodinase activities which can protect the brain from low T[3] concentrations in I deficiency. Animals with Se and I deficiency have changes in serum thyroid hormone concentrations that are similar to those observed in patients with I deficiency disease. However such animal models show no thyroid involution, a feature which is characteristic of myxoedematous cretinism in man. These observations imply that if Se deficiency is involved in the outcome of I deficiency in human populations it is likely that other interacting factors such as goitrogens are also implicated. Nevertheless the protection of the thyroid gland from H2O2 and the regulation of tissue T[3] levels are the functions of Se that are most likely to underlie the interactions of Se and I. [ABSTRACT FROM AUTHOR]

This study presents the results of a survey of the extent to which organizations in two West African countries use various human resource management (HRM) practices and the perceived importance of these practices. Survey data were collected from 166 organizations in Ghana and Nigeria. Descriptive data are presented with respect to the use and implementation of traditional HRM practices such as recruitment, selection, performance appraisal, and training and development. In addition, data focusing on the perceived importance of these activities and other more specific HRM activities are presented and discussed. Finally, results of the present survey are compared with similar data reported for US organizations and suggestions and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Supervisory ratings of subordinate performance were used to compare two variations of the systematic distortion hypothesis: an implicit covariance model and a general impression (GI) model. Our purpose was to assess whether a model specifying a set of correlated performance dimensions or a model specifying a single, GI factor provided the best representation of actual supervisory performance ratings (N = 491). Confirmatory factor analysis was used to test a first-order correlated factor (i.e., implicit covariance) model against a second-order hierarchical (i.e., GI) model. The results generally supported the latter perspective whereby a GI is thought to serve as the basis for subsequent dimensional judgments, which in turn serve as the basis for individual item ratings. The implications of these results with respect to rater training and rating accuracy are discussed. [ABSTRACT FROM AUTHOR]

Examines the relations among computer attitudes, computer experience, and cognitive ability. Use of computers in teaching psychology; Problems associated with computer interactions; Significance of computer experience and computer attitudes in teaching psychology.

By definition, content-related approaches to test validation do not rely on criterion data. As a consequence, regression and other statistical procedures for weighting and generating a composite score from a test battery are not applicable when a content-related validation strategy is used. This paper presents a procedure for determining the component weights for a test battery that has been developed on the basis of a content-related validity strategy. The Relative Content Contribution (RCC) weighting procedure is a logical extension of the conceptual basis underlying the rational developmental process used to demonstrate the validity of content-related tests. Results from field implementations of the procedure in the development of two promotional test batteries (fire and police) and an entry-level test battery (police) in two large metropolitan cities are presented to illustrate the procedure. [ABSTRACT FROM AUTHOR]

The present study sought to empirically identify what factors are important for international assignee perceived success along with their relative importance. Subjects were 338 international assignees from diverse countries (nationality) and organizations, assigned to diverse countries, and performing diverse jobs. Five factors were identified and in a descending order of importance, these were Family Situation, Flexibility/Adaptability, Job Knowledge and Motivation, Relational Skills, and Extra-Cultural Openness. Although importance ratings were not influenced by job type (managerial/nonmanagerial status), they were influenced by organizational type. In general, the pattern of importance ratings for service organization international assignees was different from those of international assignees from other organizational types. Furthermore, service organization international assignees ascribed more importance to relational and psycho-social factors. The perceived relative importance of psycho-social factors reported by the study's participants tends to suggest that more attention should be paid to these factors in the selection and training of international assignees. [ABSTRACT FROM AUTHOR]

Investigates a computer-administered test of visual attention (CA-VAT) as a predictor of involvement in a driving accident. Other measures used; Results and discussion.

Investigates the affective responses of several Hispanic and African American participants to a simulated selection decision involving race-based affirmative action. Possible effects of affirmative action programs; Conditions of implementation procedures manipulated in the investigation; Three levels in which recipient qualification was manipulated.

Personality researchers and theorists are approaching consensus on the basic structure and constructs of personality. Despite the apparent consensus on the emergent five-factor model (Goldberg, 1992, 1993), less is known about external correlates of separate factors. This research examined the relations between Conscientiousness, one dimension of the model, and driving accident involvement. Using multiple measures in independent samples drawn from college students (N = 227) and a temporary employment agency (N = 250), the results generally demonstrate a significant inverse relation between Conscientiousness and driving accident involvement; individuals who rate themselves as more self-disciplined, responsible, reliable, and dependable are less likely to be involved in driving accidents than those who rate themselves lower on these attributes. The findings are consistent with other research demonstrating the relations among Conscientiousness and other tasks and job performance. Suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Investigates the effect of choice of data analysis programs on meta-analysis study outcomes. Meta-analysis software programs' identical results; Small differences in values obtained from programs; Lack of influence on meta-analytic outcomes.

Reports on the development of a 12-item short form of the Advanced Progressive Matrices Test (APM) that demonstrates psychometric properties similar to the long form. APM as a measure of higher-order general cognitive ability; Drawback from length; Assessment of general intelligence in shorter time frame.

Provides a direct comparison of two competing views of the underlying structure of the Raven's Advanced Progressive Matrices (APM). APM as a widely used test designed as a nonverbal measure of general cognitive ability; Suggestion on the use of a single-factor solution to represent the APM'S structure; Consistency of the findings.

Presents a method for using the PROC MEANS procedure in SAS to conduct a full Hunter and Schmidt meta-analysis with correction for sampling error. Potential advantages of using SAS for meta-analytic data analysis; Procedures for calculation of summary statistics; Correction for sampling error; A.I. Huffcut: Bradley University; W. Arthur Jr.: Texas A & M University.

Presents a quantitative review of the factors influencing skill decay and retention. Susceptibility of accuracy-based tasks to skill loss than speed-based tasks; Review of skill decay and retention literature; Distinction between methodological and task-related factors in the training or learning context.

Presents the results of a study wherein college students completed a scenario study involving reactions to having received a fellowship position based on affirmative action. Psychological costs of affirmative action policies for beneficiaries in the form of negative reactions and reduced perceptions of competence.

Presents the case of a black immigrant who came to the United States from Ghana and later on sought career counseling. Self-employment ventures that ended up in failure; Educational background; Strategies used in finding employment.

The article presents the short story "The Circle's End," by Allan Arthur Jr.