Comparing Direct Versus Indirect Measures of the Pedagogical Effectiveness of Team Testing

2011 ◽  
Vol 33 (3) ◽  
pp. 348-358 ◽  
Author(s):  
Donald R. Bacon
Keyword(s):  
Individual Performance ◽  
Additional Analysis ◽  
Future Research ◽  
Student Surveys ◽  
Substantial Impact ◽  
Group Test ◽  
Indirect Measures ◽  
Direct Measures

Direct measures (tests) of the pedagogical effectiveness of team testing and indirect measures (student surveys) of pedagogical effectiveness of team testing were collected in several sections of an undergraduate marketing course with varying levels of the use of team testing. The results indicate that although students perceived team testing to have a substantial impact on their learning, this pedagogy in fact had no impact on direct measures of learning. In an additional analysis, the performance of the team on the group test was best predicted by the best individual performance on the team. Possible explanations and directions for future research are discussed.

Chasing the Anchor: A Systematic Review and Meta-analysis of Perceptual Anchoring Deficits in Developmental Dyslexia

2020 ◽  
Author(s):  
Kurt D Shulver ◽  
Nicholas A Badcock
Keyword(s):  
Systematic Review ◽  
Reading Ability ◽  
English Language ◽  
Prediction Interval ◽  
Meta Analysis ◽  
Visual Assessment ◽  
Individual Performance ◽  
Future Research ◽  
Significant Heterogeneity ◽  
Eligibility Criteria

We report the results of a systematic review and meta-analysis investigating the relationship between perceptual anchoring and dyslexia. Our goal was to assess the direction and degree of effect between perceptual anchoring and reading ability in typical and atypical (dyslexic) readers. We performed a literature search of experiments explicitly assessing perceptual anchoring and reading ability using PsycInfo (Ovid, 1860 to 2020), MEDLINE (Ovid, 1860 to 2019), EMBASE (Ovid, 1883 to 2019), and PubMed for all available years up to June (2020). Our eligibility criteria consisted of English-language articles and, at minimum, one experimental group identified as dyslexic - either by reading assessment at the time, or by previous diagnosis. We assessed for risk of bias using an adapted version of the Newcastle-Ottawa scale. Six studies were included in this review, but only five (n = 280 participants) were included in the meta-analysis (we were unable to access the necessary data for one study).The overall effect was negative, large and statistically significant; g = -0.87, 95% CI [-1.47, 0.27]: a negative effect size indicating less perceptual anchoring in dyslexic versus non-dyslexic groups. Visual assessment of funnel plot and Egger’s test suggest minimal bias but with significant heterogeneity; Q (4) = 9.70, PI (prediction interval) [-2.32, -0.58]. The primary limitation of the current review is the small number of included studies. We discuss methodological limitations, such as limited power, and how future research may redress these concerns. The variability of effect sizes appears consistent with the inherent variability within subtypes of dyslexia. This level of dispersion seems indicative of the how we define cut-off thresholds between typical reading and dyslexia populations, but also the methodological tools we use to investigate individual performance.

Perceptions of Supervisors and Performance: A Thematic Analysis

2017 ◽  
Vol 61 (1) ◽  
pp. 1740-1744
Author(s):  
Victoria L. Claypoole ◽  
Alexis R. Neigel ◽  
James L. Szalma
Keyword(s):  
Human Performance ◽  
Negative Emotion ◽  
Negative Relationship ◽  
Individual Performance ◽  
Future Research ◽  
Peer Monitoring ◽  
Perceived Performance ◽  
Employee Relationships ◽  
And Performance

Observation is a common occurrence within the workplace, and can often manifest as either peer-to-peer monitoring or supervisor-to-peer monitoring. To date, there is a limited body of research that describes changes in performance due to either a positive or negative relationship between supervisors and employees. The present study reports qualitative data on supervisor-to-employee relationships and how the quality of the relationship can alter human performance. The results indicated that relationship with a supervisor was related to perceived performance under direct observation. Women were more likely to report a positive relationship with their supervisor, yet also indicated a negative emotion toward being monitored. These results are important in understanding how supervisor presence influences individual performance when completing job-specific tasks. The implications for future research are discussed.

scholarly journals Public Service Motivation and Individual Job Performance

2021 ◽  
pp. 254-277
Author(s):  
Adrian Ritz ◽  
Wouter Vandenabeele ◽  
Dominik Vogel
Keyword(s):  
Public Service ◽  
Indirect Effects ◽  
Individual Performance ◽  
Public Service Motivation ◽  
Service Performance ◽  
Future Research ◽  
Public Employees ◽  
Great Relevance ◽  
The Relationship

When pressure on human resource departments to make government more efficient is increasing, it is of great relevance to understand employees’ motivation and the fit of an employee with their job, as both contribute strongly to service performance. Therefore, this chapter discusses the role of public employees’ motivation and its relationship to individual performance. More specifically, this relationship is examined by focusing on public service motivation (PSM), a stream of research developed during the last three decades stressing the service orientation of public employees’ identity. Theoretically, how the relationship between PSM and individual performance is dependent on institutions is discussed, and an overview of the existing empirical evidence concerning this relationship is provided. The literature review discusses a variety of aspects such as direct vs. indirect effects, type of performance used, how performance is measured, and effect sizes. Finally, several avenues for future research are proposed, including methodological strategies.

Applied Tests of Design Skills—Part 1: Divergent Thinking

2012 ◽  
Vol 134 (2) ◽  
Author(s):  
Jami J. Shah ◽  
Roger E. Millsap ◽  
Jay Woodward ◽  
S. M. Smith
Keyword(s):  
Cognitive Skills ◽  
Divergent Thinking ◽  
Engineering Students ◽  
Spatial Reasoning ◽  
Problem Formulation ◽  
Qualitative Reasoning ◽  
Indirect Measures ◽  
Confirmatory Factor ◽  
Design Skills ◽  
Direct Measures

A number of cognitive skills relevant to conceptual design were identified previously. They include divergent thinking (DT), visual thinking (VT), spatial reasoning (SR), qualitative reasoning (QR), and problem formulation (PF). A battery of standardized tests is being developed for these design skills. This paper focuses only on the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, and quality) and four indirect measures (abstractability, afixability, detailability, and decomplexability). The eight questions on the test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the twenty-three measured variables were factor analyzed using both exploratory and confirmatory procedures. A four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. The indirect measures did not appear to correlate strongly either among themselves or with the other direct measures. The four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. It was found to provide a reasonable fit. Estimated correlations among the four factors (F) ranged from a high of 0.32 for F1 and F2 to a low of 0.06 for F3 and F4. All factor loadings were statistically significant.

When inspiration does not fit the bill: Charismatic leadership reduces performance in a team crisis for followers high in self-direction

2019 ◽  
pp. 1-18 ◽  
Author(s):  
Jürgen Wegge ◽  
Kevin-Lim Jungbauer ◽  
Meir Shemla
Keyword(s):  
Positive Impact ◽  
Charismatic Leadership ◽  
Individual Performance ◽  
Self Determination ◽  
Future Research ◽  
Team Members ◽  
Different Types ◽  
Leadership Research ◽  
Leadership Intervention ◽  
Group Member

AbstractWe extend charismatic leadership research by identifying conditions under which charismatic leadership reduces individual performance. Previous research found a positive impact of charismatic leadership, especially in crisis situations. However, we expect that followers with high self-determination reject charismatic leadership so that performance is reduced. In a laboratory experiment built as a brainstorming competition, 88 participants were randomly assigned to a condition with a team crisis or a control condition. Half of the participants received a charismatic leadership intervention after the crisis, which led to the ostentatious departure of a group member, while the other half was led laissez-faire. The results support our hypotheses. Although charismatic leadership was overall beneficial in a team crisis, our study provides experimental evidence of how charismatic leadership reduces the performance of certain team members in crises. Future research should investigate how leadership can best meet the specific needs of followers in different types of critical team situations.

Performance Appraisal, Performance Management and Improving Individual Performance: A Motivational Framework

2006 ◽  
Vol 2 (2) ◽  
pp. 253-277 ◽  
Author(s):  
Angelo S. DeNisi ◽  
Robert D. Pritchard
Keyword(s):  
Performance Management ◽  
Performance Appraisal ◽  
Performance Improvement ◽  
Individual Performance ◽  
Future Research ◽  
Improve Performance ◽  
Performance Management Systems ◽  
Recent Trends ◽  
And Performance ◽  
The Right

Performance appraisal has been the focus of considerable research for almost a century. Yet, this research has resulted in very few specific recommendations about designing and implementing appraisal and performance management systems whose goal is performance improvement. We believe that a reason for this is that appraisal research became too interested in measurement issues and not interested enough in ways to improve performance, although some recent trends in the area have begun moving the field in the right direction. We review these trends and their genesis, and propose a motivational framework as a means of integrating what we have learned and generating proposals for future research that focus on employee's performance improvement.

EPM 20/20: A Review, Framework, and Research Agenda for Electronic Performance Monitoring

2019 ◽  
Vol 46 (1) ◽  
pp. 100-126 ◽  
Author(s):  
Daniel M. Ravid ◽  
David L. Tomczak ◽  
Jerod C. White ◽  
Tara S. Behrend
Keyword(s):  
Job Performance ◽  
Information Technologies ◽  
Performance Monitoring ◽  
Individual Performance ◽  
Future Research ◽  
Psychological Variables ◽  
Electronic Performance Monitoring ◽  
Considerable Research ◽  
Electronic Performance ◽  
Technological Means

Electronic performance monitoring (EPM) refers to the use of technological means to observe, record, and analyze information that directly or indirectly relates to job performance. The last comprehensive review of the EPM literature was published in 2000. Since 2000, dramatic advances in information technologies have created an environment in which organizations are able to monitor employees to a greater extent and with greater intensity than was previously possible. Moreover, since that time, considerable research has been devoted to understanding the effects of EPM on individual performance and attitudes. Contradictory findings in the EPM literature exist, suggesting that EPM is a multidimensional phenomenon and one for which contextual and psychological variables are pertinent. Thus, we propose a theory-based typology of EPM characteristics and use this typology as a framework to review the EPM literature and identify an agenda for future research and practice.

scholarly journals Comparison of direct measures of adiposity with indirect measures for assessing cardiometabolic risk factors in preadolescent girls

2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Megan Hetherington-Rauth ◽  
Jennifer W. Bea ◽  
Vinson R. Lee ◽  
Robert M. Blew ◽  
Janet Funk ◽  
...  
Keyword(s):  
Risk Factors ◽  
Cardiometabolic Risk ◽  
Cardiometabolic Risk Factors ◽  
Indirect Measures ◽  
Direct Measures

scholarly journals Contradictory yet Coherent? Inconsistency in Performance Feedback and R&D Investment Change

2015 ◽  
Vol 44 (2) ◽  
pp. 658-681 ◽  
Author(s):  
Gerardus J. M. Lucas ◽  
Joris Knoben ◽  
Marius T. H. Meeus
Keyword(s):  
Selective Attention ◽  
Performance Feedback ◽  
Peer Group ◽  
Individual Performance ◽  
Future Research ◽  
Feedback Signal ◽  
Opposite Case ◽  
Theoretical Mechanism ◽  
The Individual ◽  
The Impact

In this paper, we study to what extent inconsistent feedback signals about performance affect firm adaptive behavior in terms of changes made to research-and-development (R&D) investments. We argue that inconsistency in performance feedback—based on discrepancies between two distinct performance signals—affects the degree to which such investments will be changed. Our aim is to show that accounting for inconsistent performance feedback is necessary as predictions for the direction of change in R&D investments based on the individual performance feedback signals are contradictory. Furthermore, we contribute by proposing a holistic consideration mechanism as an alternative to the selective attention mechanism previously applied to inconsistent performance feedback. Our findings show that the impact of inconsistency depends on the exact configuration of the underlying performance feedback signal discrepancies. While consistently negative performance feedback signals would amplify their impact in stimulating increased R&D investments, inconsistent performance feedback signals created more nuanced effects. Having lower performance compared to an industry-based peer group—despite doing well compared to the previous year—made firms decrease their R&D investments. For the opposite case of inconsistent performance feedback, we did not find an effect on change in R&D investments. These findings support to a degree our contention that explaining the effects of inconsistent performance feedback requires a holistic consideration theoretical mechanism instead of one involving selective attention. In sum, these findings suggest future research should take into account the differences between distinct instances of inconsistent performance feedback.

Applied Tests of Design Skills: Divergent Thinking Data Analysis and Reliability Studies

2010 ◽  
Author(s):  
Jami J. Shah ◽  
Roger E. Millsap ◽  
Jay Woodward ◽  
S. M. Smith
Keyword(s):  
Cognitive Skills ◽  
Divergent Thinking ◽  
Engineering Students ◽  
Form Factors ◽  
Qualitative Reasoning ◽  
Visual Thinking ◽  
Factor Solution ◽  
Indirect Measures ◽  
Design Skills ◽  
Direct Measures

A number of cognitive skills relevant to conceptual design were identified. They include Divergent Thinking, Visual Thinking, Spatial Reasoning, Qualitative Reasoning and Problem Formulation. A battery of standardized tests have been developed for these skills. We have previously reported on the contents and rationale for divergent thinking and visual thinking tests. This paper focuses on data collection and detailed statistical analysis of one test, namely the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, quality) and four indirect measures (abstractability, afixability, detailability, decomplexability). The eight questions on the test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the 23 measured variables were factor analyzed using both exploratory and confirmatory procedures. Two variables were dropped from these exploratory analyses for reasons explained in the paper. For the remaining 21 variables, a four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. Five of the 21 variables did not load meaningfully on any of the four factors. These indirect measures did not appear to correlate strongly either among themselves, or with the other direct measures. The remaining 16 variables loaded on four factors as follows: The four factors correspond to the different measures belonging to each of the four questions. In other words, the different fluency, flexibility, or originality variables did not form factors limited to these forms of creative thinking. Instead the analyses showed factors associated with the questions themselves (with the exception of questions corresponding to indirect measures). The above four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. After making some adjustments, the above four-factor solution was found to provide a reasonable fit to the data. Estimated correlations among the four factors (F) ranged from a high of .32 for F1 and F2 to a low of .06 for F3 and F4. All factor loadings were statistically significant.

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