dc.contributor.author | Cotten, Sarah J. | |
dc.date.accessioned | 2022-05-04T17:35:57Z | |
dc.date.available | 2022-05-04T17:35:57Z | |
dc.date.created | 2004 | |
dc.date.issued | 2004 | |
dc.identifier.uri | https://hdl.handle.net/11244/335502 | |
dc.description | Thesis (M.S.)--University of Oklahoma, 2004. | |
dc.description | Includes bibliographical references (leaves 42-44). | |
dc.description.abstract | The performance appraisal process is often inaccurate due to various biases and
psychometric errors. Rater training was developed in an attempt to familiarize raters with
the dimensions used to judge performance and to standardize the appraisal process. It was
expected that as a result of training, raters would develop a common frame-of-reference
on which to rely during ratings. The goals of the present study were to validate the
effectiveness of a common rater-training program, Performance Dimension Training, and
to examine the effects of Performance Dimension Training on individual prototypes.
Participants in the training condition were trained on the multidimensionality of professor
performance and on the specific dimensions and behaviors that constitute effective
performance. It was hypothesized that subjects in the training condition would produce
more accurate performance ratings. It was also believed that individual's prototypes of
professor performance would change to conform toward the"'ideal""prototype presented
as the standard during training. As a result individuals would rely on this prototype
standard when completing performance ratings. This study was also concerned with
under what conditions Performance Dimension Training is effective. Results showed a
main effect for training on accuracy as training conditions were more accurate on
performance ratings. A main effect was also found for the multi-tasking manipulation
with subjects in the multi-tasking condition making less overall accurate performance
ratings. Subjects in the training conditions did change their prototypes more so then did
those in the control conditions, as hypothesized. Discussion and implications concerning
these findings are presented. | |
dc.format.extent | v, 69 leaves | |
dc.format.medium | v, 69 leaves : ill. ; 29 cm. | |
dc.language.iso | eng | |
dc.subject.lcsh | Employees, Rating of | |
dc.subject.lcsh | College teachers, Rating of | |
dc.title | An examination of the effects of rater training and individual prototypes on performance ratings | |
dc.title.alternative | Rater training | |
dc.type | Text | |
dc.contributor.committeeMember | Gronlund, Scott | |
dc.contributor.committeeMember | Buckley, Michael | |
dc.contributor.committeeMember | Terry, Robert | |
ou.group | Department of Psychology | |