Browsing by Author "Jackson, Stacy Lee"

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    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.
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    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.