Evaluating performance in training-oriented human service organizations

Article Abstract:

Training organizations are hesitant to make serious self-evaluations, partly because of fear that gains from such self-examination are minimal, while risks may be extensive, particularly if evaluation results are negative. A lack of program evaluation models complicates the difficulty. A 'value-added' model is suggested for human service training organizations in which trainers and organizational development practitioners are introduced to the idea of a value-added framework.

Evaluation, Employee training, Human services

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Standards, persuasion, and performance: a test of cognitive mediation theory

Article Abstract:

A group of 127 undergraduate students were assigned easy, medium, or difficult performance standards over 10 repeated trials on a creativity task. Some subjects received verbal persuasion throughout the work period while others did not. Task goals and expectancies were gauged prior to each trial. Results supported a hypothesis based on cognitive mediation theory: assigned standards and oral persuasion influence task expectancies and goals, which influence performance.

Motivation (Psychology), Expectation (Psychology), Goal setting, Expectations, Action theory

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The participation-performance controversy reconsidered: subordinate competence as a mitigating factor

Article Abstract:

The relationship between participation in decision making (PDM) and job performance is examined. Data are drawn from a cross-sectional study of six US military organizations. The results show that self-report measures of PDM were significantly related to job satisfaction levels and supervisory performance ratings. The employee's self-ratings of task competence may confound PDM-performance correlations.

Participatory management, Organizational behavior

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