Browsing by Author "Butler, Stephanie Kay"

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    A COMPARISON OF HOLISTIC TO DECOMPOSED RATING OF POSITION ANALYSIS QUESTIONNAIRE WORK DIMENSIONS
    (1987) Butler, Stephanie Kay
    Several methods for improving the job analysis process were examined using the Position Analysis Questionnaire (PAQ). Holistic ratings of PAQ dimensions for four jobs were obtained from 63 non-experts, nine graduate students who were familiar with the PAQ, and three professional job analysts who were very familiar with the PAQ. Holistic ratings were compared to a traditional score profile obtained from professional job analysts. For all groups, holistic ratings of the dimensions were not similar to the traditional score profiles; consequently, rating PAQ dimensions holistically is probably not a viable alternative to reducing the effort required in the job analysis process. Additionally, a comparison of three rating scales in the holistic condition showed that they were moderately correlated. Future research investigating rating scales that yield independent information should be conducted. The potential benefits of a detailed item training session for job analysts are also discussed.
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    Context effects in a group interaction exercise
    (1991) Butler, Stephanie Kay; Gaugler, Barbara B.
    Context effects are a robust finding in psychology and are manifested in the form of assimilation effects and contrast effects. Assimilation effects occur when judgments of a target stimulus are biased toward the level of non-target, context stimuli. Contrast effects occur when judgments of a target stimulus are biased in the opposite direction of non-target context stimuli and are much more prevalent than assimilation effects. Limited research has been conducted on contrast effects in the area of industrial/organizational psychology and no study has yet examined contrast effects when target and non-target stimuli are observed simultaneously. The purpose of this study was to examine contrast effects in a group interaction setting (a leaderless group discussion (LGD) exercise of an assessment center) where all stimuli were observed simultaneously. Two factors were manipulated: the performance level of non-target stimuli (above standard and/or below standard candidates) and observation condition of the target stimulus (a standard candidate). In addition, the order in which the standard candidate was rated was counterbalanced. It was hypothesized that (1) contrast effects would occur in the LGD. One hundred, eighty-seven undergraduates were trained as raters and then viewed a videotape of a leaderless group discussion exercise in which a standard candidate was interacting either with two above standard candidates, two below standard candidates, or an above standard and a below standard candidate. Each videotape contained the same footage of the standard candidate; consequently, her performance was identical across conditions. Participants were assigned to observe one of the three candidates (the target candidate or one of the non-target candidates). During the rating session when the assessors discussed the performance of the candidates, performance of the standard candidate was discussed in either the first, second or third position. Individual ratings and consensus ratings were collected and analyzed. At the individual rating level, contrast effects were present in leaderless group discussion exercise ratings. Specifically, the standard candidate was rated significantly higher when performing with below standard candidates than with above standard candidates. The observation assignment had no significant influence on the magnitude of contrast effects; however, a leniency effect occurred for those assessors who were assigned to observe the standard candidate. Contrast effects were not present in the raters' consensus ratings. Conclusions, suggestions for future research, and implications for the study are discussed.