Frame-of-reference training and cognitive categorization: an empirical investigation of rater memory issues

Article Abstract:

We considered the effects of frame-of-reference (FOR) training on raters' ability to correctly classify ratee performance as well as their ability to recognize previously observed behaviors. The purpose was to examine the cognitive changes associated with FOR training to better understand why such training generally improves rating accuracy. We trained college students (N= 94) using either FOR or control procedures, had them observe three managers on videotape, and rate the managers on three performance dimensions. Results supported the hypotheses that, compared with control training, FOR training led to better rating accuracy and better classification accuracy. Also consistent with predictions, FOR training resulted in lower decision criteria (i.e., higher bias) and lower behavior accuracy on a recognition memory task involving impression-consistent behaviors. The implications of these results are discussed, particularly in terms of the ability of FOR-trained raters to provide accurate performance feedback to ratees. (Reprinted by permission of the publisher.)

Performance, Evaluation

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Performance in relation to job skill importance: a consideration of rater source

Article Abstract:

This study investigated relationships between the performance levels of incumbents on job skills and the importance attributed to those job skills. Supervisors and job incumbents rated both the performance of skill dimensions and the importance of those skills for respective incumbents' positions. Results indicated that the ratings of performance and importance on matched skill areascorrelated positively, although relationships were somewhat stronger for incumbent data as compared with data provided by supervisors. Supervisors and incumbents agreed moderately on which skill areas were important for various positions, but the interrater agreement was much lower for performance ratings of the skill areas. For some skill areas, incumbent-rated importance and supervisor-rated performance, as well as incumbent-rated performance and supervisor-rated importance, were significantly correlated. (Reprinted by permission of the publisher.)

Job analysis

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Rater confidence and social influence in performance appraisals

Article Abstract:

The influence of rater confidence on combined evaluations was examined when information from multiple sources was available. Confidence was related to evaluation extremity for novice rates when no other rater information was available. Information from multiple raters differentially affected the relationship between confidence and rating extremity. Evaluation information supplied by a highly confident, extreme rater significantly influenced evaluations from noninteracting novice raters but only minimally influenced evaluations from interacting novice raters. Among experts, raters seen as raising the greatest number of and the most persuasive arguments were most influential. The most accurate rater in a group had little effect on combined evaluations. (Reprinted by permission of the publisher.)

Influence (Psychology), Social facilitation

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