We proposed a model that included individual and situational antecedents of self‐efficacy development during training. Initial performance and self‐efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid‐course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight‐week long university bowling classes. All of the hypothesized antecedents of mid‐course self‐efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self‐efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported.
This study focused on the relationship between 360-degree (multi-source) survey feedback to managers and subsequent selection of development goals. We hypothesized that performance ratings would be negatively related to setting development goals, that supervisor ratings would have a greater effect than ratings from peers or subordinates in the selection of developmental goals, and that self-other discrepancies would be related to goal selection. Data from 2,163 managers showed that multi-source feedback contributed to the selection of developmental goals. However, contrary to expectations, subordinate ratings were most important to goal setting compared to ratings from any other sources. Direct feedback itself affected goal selection, not its relationship to self-perceptions. For several goals, the relationship between performance ratings and goal selection was stronger for lower level managers. Implications of the results for the practice of 360-degree feedback and related research are discussed.
Evaluating the impact of an organization's efforts to develop leaders is challenging. However, if the evaluation is set up properly, it will not only improve development efforts, and thereby the quality of leadership, but also contribute to the effectiveness of the organization. b y J e n n i f e r M a r t i n e a u L I A • VO LU M E 23 , N U M B E R 6 • J A N U A RY/ F E B R U A RY 2 0 0 4 3
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