R-3 Repository :: Browsing by Author "Dipboye, Robert L."

Browsing by Author "Dipboye, Robert L."

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Accuracy and reliability of job evaluation: the roles of amount of information and ability to handle complex information
(1991) Brooks, Laura Lucille; Dipboye, Robert L.; Laughery, Kenneth R.;Howell, William C.;Stein, Robert M.
The amount of information a rater is given must in some way influence the quality of their ratings. With respect to job evaluation, quality may be defined in terms of how well a rater discriminates among a set of jobs with provided dimensions and, to some extent, the amount of agreement with other raters. Previous research has manipulated amount of information as a job title only versus a job description (Hahn & Dipboye, 1988; Harvey & Lozada-Larsen, 1988). Thus, the nature of the relation between amount of information and rating quality is unclear. The present experiment has two goals. The first is to evaluate the nature of the relation between the amount of information and the accuracy and reliability of job evaluation ratings. The second is to examine whether individual variations in raters' abilities to handle complex information explain the effect of amount of information on the accuracy of job evaluation ratings. Both the reliability and the accuracy of job evaluation ratings were affected by the amount of information given to raters. In particular, the relation was non-linear in that the most accurate and reliable raters were not the ones who received the most information. Moreover, the relation between the amount of information and rating accuracy could largely be accounted for by raters' abilities to handle complex information. The results of the experiment have implications for the manner in which job evaluations are conducted in organizations. Contrary to popular belief, raters may not need large amounts of information in order to make accurate and reliable evaluations of jobs. In fact, asking raters to base their ratings on large amounts of information can cause a decrease in rating quality.
Alternative work arrangements: The effects of distance and media use on the supervisor-subordinate relationship
(1996) Lowry, Tammy; Dipboye, Robert L.
With the introduction of advanced information technologies, organizations are able to work in many new arrangements which impact the way groups and individuals interact. This research examined the effects of working at a distance on the quality and quantity of communication, as well as LMX quality between a supervisor and subordinate. The impacts of using advanced information technologies to manage a distance situation were also investigated, and factors leading to choice of a particular communication mode were defined. The results suggest that neither the quality nor quantity of communication between a supervisor and employee is related to the distance between the two. The LMX quality of the pair is not related to distance either. However, while the communication seems to be the same for distance and non-distance workers, employees in non-traditional distance jobs feel as if they are more isolated and communicate less with their supervisors. These findings suggest that employees in non-traditional distance jobs may require more communication with their supervisors than those in other work scenarios. In addition, the results imply that advanced communication technologies can play a significant role in managing distance work. The overall media richness of the technology used by a pair to communicate moderates the effects of distance on LMX quality for non-traditional distance workers. In examining how individuals make choices concerning technology use, the results support suggestions put forth by the Social Information Processing Model (Fulk, Steinfield, Schmitz, & Power, 1987) and the Critical Mass Theory (Markus, 1987) and support generalization of these models to technologies other than electronic mail. In addition, the results reinforce ideas put forth by Daft and his colleagues (Daft et. al, 1987) concerning the match between the appropriate technology and a specific task. Overall, these two factors are very important in determining technology use. The results of this study also suggest that electronic mail has been integrated into corporate cultures to a great degree and seems to be a preferred method of communication. In contrast, very little use is currently being made of more advanced communication technologies such as computer conferencing and video conferencing.
An assessment of constructs underlying perceptions of the work environment and their correspondence with current models of psychological climate
(1995) Parker, Christopher Paul; Dipboye, Robert L.
Two studies explored issues related to the content and structure of psychological climate: First, confirmatory analyses of self-report climate survey data examined the James and James (1989) hierarchical model of psychological climate and three alternatives to their notion of a general factor underlying climate perceptions (PC$\sb{\rm g}$). These archival data (N = 8109) were obtained from multiple locations of a government R&D organization. Second, a modified version of Kelly's (1955) repertory grid technique was used to identify the personal constructs that individuals use to interpret organizational events and assess their correspondence with current models of psychological climate. Participants (N = 27), from the organization in study one, elicited 213 personal constructs from meaningful organizational events. They then rated the similarity of their constructs with thirty reference dimensions derived from previous research. Confirmatory analyses, conducted in study one, were somewhat supportive of the James and James hierarchical model of psychological climate. However, the best fitting model suggests that their hierarchical structure may be due to either a methodological artifact or a form of response bias. Alternative models, positing that responses to climate surveys are driven by respondents' level of satisfaction and that PC$\sb{\rm g}$ and satisfaction are redundant were not supported. Results of study two indicate that the general factor (PC$\sb{\rm g}$) underlying hierarchical models may actually represent an assessment of the work environment in terms of one's level of personal control rather than the impact to one's well-being. The constructs that individuals use to interpret organizational events, as elicited in study two, are consistent with the dimensions identified in prior climate research. Factor analyses of individuals' personal constructs indicate that they can be grouped according to the following dimensions: job autonomy and personal control; rewards and recognition; job challenge and skill development; group interaction and cooperation; satisfaction; clarity of organization roles and procedures; employee's impact; impact to one's well-being; quality of supervision; organizational politics; and organizational support. In addition, these data suggest that previous distinctions between psychological climate and satisfaction, based on cognition and affect, have been overly restrictive and should be reexamined. Implications for future research are discussed.
An evaluation of diversity training: Effects of trainer characteristics and training focus
(2004) Holladay, Courtney L.; Dipboye, Robert L.
Reports of discrimination in employment practices are filed with the courts on a frequent basis (e.g., Labor Law Reports, 2004). Organizations manage the benefits and costs of diversity by implementing diversity training for employee participation. The present study takes a step toward building the area of diversity training research to support the practices in place within organizations. An integrated model for training evaluation was used based upon work by Kirkpatrick (1976), Alliger and colleagues (1997), and Kraiger and colleagues (1993). The results of the evaluation showed that trainees attending diversity training reacted with less backlash toward the training, exhibited greater behavioral and cognitive learning, and used race and gender to a lesser degree in a hiring decision task than trainees in a control training condition. There was no difference between these individuals in terms of their self-efficacy, attitudes toward diversity, perceptions of team processes, or conflict situational judgment test (SJT) scores. In addition to the training evaluation, design features (trainer race and gender, focus of training) were examined. The results showed that reactions toward the trainer were dependent on the trainer's race and gender as well as the content of the training course. Furthermore, those trainees attending diversity training who reacted more favorably toward the trainer exhibited greater affective and cognitive learning. These trainees also perceived more favorable group processes in a simulated diverse team and relied on qualifications in addition to race and sex of the applicant in a hiring task. There was no difference between trainees with low and high reactions toward their trainer in terms of conflict SJT scores. Finally, trainees who focused on similarities scored higher on a conflict SJT than trainees who focused on differences. The use of applicants' race or gender in the hiring task was dependent on the trainees' focus during training; however, there was no difference between these trainees in their perceptions of a simulated team's processes. This study shows that diversity training can be effective in terms of modifying trainees' reactions, learning, and transfer outcomes and can be further enhanced by the design features, such as trainer characteristics and the training focus.
An examination of time control
(1989) Macan, Therese Marie; Dipboye, Robert L.
The popular literature on time control claims that learning time control behaviors results in increased job performance and fewer job tensions. This study examines the relationships of one's control of time to job stress, job performance and job satisfaction from a correlational perspective. In addition, a test of a time and stress management seminar and its effect on job performance, job satisfaction and job stress in an organizational setting is made. Time control is defined as consisting of not only the typically taught behaviors (making lists, goal setting) but also a perception of control of time. 178 employees of a large southwestern social service agency completed several scales including the Time Control instrument (see Macan et al., 1987) and provided demographic information. Supervisors provided performance ratings. In general, the results do not support the conventional notions of time management. First of all, Time Control was not found to be a unitary concept. Instead, Time Control was found to be multi-dimensional, consisting of four relatively individual factors. The factors were: perceived control of time, goal setting/prioritizing, mechanics--scheduling, planning, and work organization. Only those who perceived control of their time reported fewer job-induced and somatic tensions and were more satisfied in their job situation. The relationship between time control and job performance was non-significant. In addition, perceived control of time was not significantly correlated with the other factors. Overall, those tending toward Type B and those on the job fewer months accounted for the variance in individual differences on three of the four time control factors. Individual differences due to education, age and minority/nonminority also played a role. In addition, an evaluation of a time and stress management training seminar was made. Acknowledging the limitations of the data on 20 training and 24 control group participants, the results of this study do not support the claims made by time management consultants. The findings indicated that time control training was not related to increased job performance ratings or fewer tensions four- to-five months following training. Taken as a whole, the present results call into question the assertations made by advocates of time management training.
An investigation of multiple models of the underlying factors of Myers-Briggs Type Indicator (MBTI) items
(1993) Jackson, Stacy Lee; Dipboye, Robert L.
The Myers-Briggs Type Indicator's (MBTI) extensive use in businesses, educational institutions and in career counseling coupled with growing criticism regarding its validity demands that critical research answer the question of what it is that the MBTI measures. This research investigates three models of the underlying factors of the MBTI items (the MBTI Model, a model incorporating the five-factor model of personality (Costa & McCrae, 1991), and a model based on an exploratory factor analysis (Sipps, Alexander, & Friedt, 1985)). One thousand and thirty individuals (N men = 407; N women = 753) completed the MBTI while participating in a career development service. Confirmatory factor analysis results indicated that although the MBTI Model explains responses slightly better than the five-factor model, it is not (in its present form) optimally explanatory. These results and exploratory factor analysis results identify areas where instrument changes and additional research could lead to a more valid and reliable instrument.
Biases in evaluating managerial job applicants: The effects of gender and physical attractiveness
(1988) Bieber, Laura Lucille; Dipboye, Robert L.
Two experiments were conducted to evaluate the effect of attractiveness and sex on subsequent evaluations of job applicants for both masculine and feminine managerial jobs. Several (Heilman & Saruwatari, 1979) researchers have suggested that attractive women are undervalued for the typical managerial job. However, few studies have examined the evaluations of attractive male applicants for feminine managerial positions. The first experiment was used to scale 200 photographs on the attractiveness continuum and to determine the type of traits or qualities that are characteristic of males or females. The second experiment applied these traits to create a feminine or masculine managerial job. Results of Experiment 2 indicated that attractive males were preferred to attractive female job candidates. Likewise, males were evaluated more favorably than females for the masculine managerial position. For the feminine managerial job, there was no significant difference between the evaluations of male or female applicants.
Content and delivery in charismatic leadership: Effects on follower satisfaction, performance, and attributions of charisma
(2002) Halverson, Stefanie K.; Dipboye, Robert L.
Despite differences among theories, both visionary content and an expressive delivery are consistently associated with charismatic leadership (Awamleh & Gardner, 1999; Holladay & Coombs, 1994). The current study investigated the effects of content (visionary, nonvisionary) and delivery (strong, weak, written) on ratings of charisma, performance, satisfaction, and self-efficacy. Consistent with previous research, both content and delivery affected perceptions of charisma. However, only delivery affected performance. Specifically, participants in the high delivery and written delivery conditions rated their leaders higher and performed better than participants in the low delivery condition. However, there were no differences between the high delivery and no delivery conditions, suggesting that the outcomes may have been driven by a negative effect of the low delivery condition, as opposed to a positive effect of the high delivery condition. There was no effect for content or delivery on satisfaction or self-efficacy. Practical and theoretical implications are discussed.
Effects of commitment to preinterview impressions in employment interviews
(1988) Guadagno, Norman Scott; Dipboye, Robert L.
The interview is one of the most widely used instruments of selection available, yet it has been shown to have both poor reliability and validity. Numerous models of the interview process have attempted to both explain and improve these reliabilities and validities. One model, the Process Model (Dipboye, 1982; 1985), appears to hold promise as such a tool. Focusing on one prediction of the Process Model, the present project investigated the hypotheses that interviewer commitment to preinterview information will effect the impressions formed about candidates and the memory for information from the interview. Commitment was manipulated at three levels by varying the explicitness of inferences made about candidates during the preinterview phase. Subjects viewed interviews with three candidates and then completed a series of postinterview impression and memory measures. Commitment was found to effect postinterview impressions, but failed to show any effect on postinterview recognition and recall. Implications for the Process Model and the interview are discussed.
Effects of implicit theories of performance on leadership and group process ratings
(1990) Parker, Christopher Paul; Dipboye, Robert L.
Evidence cited as validating the Vroom-Yetton model has relied on managers' self-reports of the behavior they did or would exhibit. Research suggests that knowledge of group performance can bias both group process and leadership ratings. An experimental study was conducted to determine whether descriptive ratings of leader decision-making behavior are influenced by performance cues. Further, self-ratings of their behavior biased toward consistency with implicit theories of performance. Leader decision-making style & level of performance feedback were manipulated in a 2 x 3 factorial design. Leaders' self-ratings were influenced by high performance feedback toward consistency with their implicit theories of performance. When given high performance feedback, group members rated their leader as more participative than a non-interacting observer, but only in the participative leader condition. Contrary to prior research, group process ratings were not biased by performance feedback. Evidence suggesting that rating leader behavior influences ratings of group process is presented.
Emotional contagion in leader-follower interactions
(2004) Halverson, Stefanie K.; Dipboye, Robert L.
Affect has been theoretically important to charismatic leadership for over 80 years as Weber (1920) referred to the emotion, passion, and devotion that ensue from charismatic authority, and is still evident in modern theories of charismatic and transformational leadership. When leaders express positive affect, they elicit more positive follower attributions of leadership (Lewis, 2000; Newcombe & Askanasy, 2002) and better follower performance (George, 1995; George & Bettenhausen, 1990). Yet the mechanism for these effects has largely been ignored in empirical research. The current studies examine emotional contagion as one means by which leader affect influences follower outcomes. Emotional contagion is the transfer of affect between persons that is thought to occur through unconscious and automatic mechanisms (Hatfield, Cacioppo, & Rapson, 1992). If leaders are able to transmit positive affect to their followers, then followers' positive affect should result in more positive attributions of leadership and better performance. In two laboratory studies and one field study, I tested the effects of affect and emotional contagion on leader and follower outcomes. Study 1 examined the effect of manipulated positive and negative affect on leadership behavior, using MBA students (n = 42). Leaders in the positive affect condition exhibited better leadership behavior than leaders in the negative affect condition. Study 2 tested the subsequent impact of leader affect on follower outcomes (n = 200). The proposed model suggested that leader affect influenced follower attributions of transformational leadership and performance directly, and through follower affect. Structural equation modeling indicated that the hypothesized model fit the data well. Study 3 largely replicated the findings of Study 2, using a field study of principals and teachers ( n = 228). Hierarchical Linear Modeling demonstrated that leader (principal) positive affect related to follower (teacher) positive affect via emotional contagion. Follower positive and negative affect related to follower attributions of transformational leadership and performance, in terms of organizational citizenship behavior. Follower attributions of transformational leadership also related to follower organizational citizenship behavior. As a whole, these three studies highlight the importance of affect and emotional contagion in leadership.
Investigating factors which influence the relationship between multi-source (360 degree) assessment results from a role theory perspective
(1998) Jackson, Stacy Lee; Dipboye, Robert L.
Role theory (Kahn, Wolfe, Quinn, Snoek & Rosenthal, 1964) provided a framework for an investigation of moderators of MSA agreement. Specifically, this study investigated moderating effects of different types of actual role conflict (person-role conflict, role sender dyad conflict, and inter-sender conflict), frequency of behavior observation, and feedback seeking behavior (feedback inquiry and feedback monitoring) on agreement between self, peer, superior and subordinate assessments within a 360 degree assessment. Data from 350 assessors of 27 managers and 124 professional employees produced 839 assessments (86% return rate). An exploratory factor analyses of results (prior to full analyses) indicated five behavioral categories of competence would best represent the data. These factors were used in Moderated Multiple Regression analyses. Results indicated weak to moderate support for moderating effects. Results replicated trends in past research regarding self-peer, self-superior, and peer-superior dyads.
Issues in selection interview validity research
(1990) Gehrlein, Thomas M.; Dipboye, Robert L.
Recent meta-analyses have suggested that the validity of interviews is much higher than previously reported. However, three issues are unresolved: individual differences in interviewer validity, incremental validity, and fairness of interviews. These issues were examined using ratings on 12 interview dimensions, SAT scores, and high school rank in a sample of freshmen admitted over a two-year period to a highly selective university (N = 860). Overall the interview was not a significant predictor of freshman GPA, and it provided no incremental validity over SAT and rank. The interview was valid for non-science/engineering majors (r =.12), but differential prediction among majors was not indicated. No individual interviewer (experienced or inexperienced) had a significant observed or incremental validity. The interview was valid for the first sample year (r =.12) but not the second. Implications for the use of interviews in personnel selection and college admissions are discussed.
Justice in personality testing: Influence of feedback of results, test modality, and elaboration opportunity on attitudinal reactions to and responses on a personality test
(2003) Cruz, Pablo; Dipboye, Robert L.
Manipulations of a personality test administration are examined, in light of their effects on the test-takers' perceptions of the test's fairness, their acceptance of an outcome derived from the test, socially desirable responding, and other test reactions. Test-takers were administered the same personality test either face-to-face with the experimenter, or it was given to them as a traditional paper-and-pencil measure. Also, they either were or were not given an opportunity to elaborate on their responses to the items on the test. The opportunity to elaborate improved perceptions of the test's fairness. Negative test outcomes were associated with negative test reactions. Additionally, it was found that socially desirable responding was decreased in the face-to-face administration by providing the elaboration opportunity.
Motivational processes in goal-setting theory
(1989) Lewis, Robert Edward; Dipboye, Robert L.
The goal difficulty effect--the assertion that difficult specific goals lead to higher performance than vague or easy goals--has received a great deal of empirical support. Little research, however, has been directed toward discovering why this effect is obtained. This study reports an experiment designed to examine the extent to which the Valence-Instrumentality-Expectancy (VIE) and Naylor-Pritchard-Ilgen (NPI) theories of motivation can explain processes underlying the goal difficulty effect. Questions designed to elicit motivational force, as defined by NPI and VIE theories, were answered by 121 subjects who participated in a four (goal difficulty level) by two (experimental session) factorial experiment. Goal difficulty is not related to performance in this study. Although subjects in the hard goal condition achieved the highest performance in Session 2, subjects given easy goals increased their performance on the puzzles over experimental session slightly more than subjects given hard goals. Very hard goals failed to motivate high increases in performance and subjects given moderately hard goals exhibited a mean decrease in performance. NPI motivational force accurately predicted the direction of performance change across sessions--positive force values are associated only with increases in performance whereas negative force values are associated only with performance decrements. VIE motivational force is not significantly related to performance. Though much work is needed to standardize and streamline the collection of NPI motivational components, NPI is likely to contribute to the understanding of the goal difficulty effect and the development of a goal process model.
Occupational stress and coping behaviors in clerical and secretarial workers
(1981) Stramler, Carlla S.; Murphy, Kevin R.; Howell, William C.; Dipboye, Robert L.
Clerical and secretarial workers completed an openended questionnaire in which they recorded stressful jobrelated incidents. This information was used to construct a behavioral stress scale and coping behaviors inventory. Another group of clerical and secretarial workers (N=282) rated these Incidents according to their perceived stressfulness and categorizéd concomitant coping behaviors. They also listed the occurrence of specific psychosomatic illnesses and filled out a widely-used measure of occupational stress. Factor analytic results suggest that clerical and secretarial workers consider instances of role conflict and interpersonal problems to be the most important job-related stressors. The'average respondent is a moderately stressed woman who employs a range of both action-oriented and cognitive-oriented behaviors, with the cognitive-oriented behaviors predominating slightly. However, as the level of perceived occupational stress increases, the use of action-oriented behaviors rises in this group.
On the accuracy of detecting deception in selection interviews: The effects of applicant rehearsal, applicant job interest, and self-monitoring
(1996) Galarza, Laura; Dipboye, Robert L.
The present study examines the effect of rehearsal, job interest, and self-monitoring on judges' accuracy to detect deception in selection interviews. The study also investigated the effect of those independent variables on judges' accuracy in assessing applicants' personality and self-reported qualifications. Subjects participating as applicants in mock job interviews were randomly assigned to rehearsal and interest conditions. These "applicants" were interviewed for jobs they liked or disliked and either rehearsed or filled out a distracter questionnaire. Subjects at a different university watched videotapes of applicants and rated their honesty, personality, and qualifications. As predicted, judges assigned more positive ratings to applicants who rehearsed than to applicants who did not rehearse. Contrary to predictions, applicant rehearsal tended to have a beneficial effect on judges' detection of applicant deception, personality, and qualifications. Applicant self-monitoring and judges' gender also affected judges' accuracy. Theoretical and practical implications of results are discussed.
Physical attractiveness biases in ratings of employment suitability: In search of the "beauty is beastly" effect
(2002) Podratz, Kenneth Eugene; Dipboye, Robert L.
The "beauty is beastly" effect, in which physically attractive females are held at a disadvantage in selection for male sex-typed jobs, is often cited in the physical attractiveness bias research, but has rarely ever been replicated. This study addresses the issue of stimulus sampling, a key shortcoming in previous attractiveness research. Using a large sample of photographic stimuli, as well as a larger number of jobs than is usually used in such research, this study replicates the effect and demonstrates that it is more reliably driven by the extent to which physical appearance is seen as important for a given job, rather than a job's sex-type.
Receiving feedback in a social context: The role of goal-orientation
(1999) Tonidandel, Scott; Dipboye, Robert L.
The present study examined the relationship between feedback and subsequent task performance in a social context. Participants performed three trials of a decision-making task interrupted by two group discussion periods. Social process variables, such as influence, expertise, and perceived competence, were found to impact the feedback-performance relationship. In addition, goal-orientation was found to moderate individuals' reactions to the feedback. Results also suggested that goal-orientation moderated the effect of social processes on performance, but the findings were not consistent. These moderating relationships are potential explanations for enhancing or attenuating effects of feedback on performance.
Social-collaborative complexity of work: Implications for ability test validities
(1993) Gehrlein, Thomas Mark; Dipboye, Robert L.
The social, collaborative, interpersonal, and interdependence demands of jobs, referred to as social-collaborative complexity (SCC), are rapidly expanding in the work place. One implication for human resources research is that the criterion-related validities of basic ability tests might be affected. This possibility is provocative, because although much research has shown that basic ability tests generally are valid predictors of performance in a wide range of jobs, increased SCC might modify that conclusion. Thus, a field study and a laboratory experiment were concurrently conducted to explore whether SCC moderates ability test validities. In the field study, measures of SCC for a wide range of jobs were obtained from the Position Analysis Questionnaire and the Dictionary of Occupational Titles. For these same jobs, General Aptitude Test Battery validities were obtained from the United States Employment Service. Results suggested that several job-related measures of SCC significantly moderated GATB validities. Furthermore, the moderating effects of SCC were independent of the more predictable moderating effects of other job demands. The lab experiment was conducted to explore whether motivational aspects of SCC moderated test validities. Specifically, the effects of accountability on task performance and test validity were explored in individual and group contexts. Subjects in the 2 x 2 experiment completed, among other measures, a creative thinking ability test and a brainstorming task. Results suggested that ability, accountability, and social context interacted to affect performance, and accountability and social context both moderated test validity in a "moderated moderator" effect. Implications for the work place and suggestions for future research are discussed.

Browsing by Author "Dipboye, Robert L."

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