The initial experiences of newcomers as they enter an organization can provide important information that substantially influences the subsequent relationship between the individual and the organization. For example, the application of realistic job previews (RTFs) often results in desirable organizational outcomes (e.g., increased satisfaction and reduced turnover). RJPs are typically job specific and job-content laden and serve to reduce the expectations of organizational newcomers. The present study indicates that an expectation lowering procedure (ELP), which is not job specific and is relatively content free, may yield similar benefits (i.e., reduce expectations). Both the organizational implications of this research and suggestions for using ELPs in conjunction with RJPs in the newcomer socialization process are offered.Organizations take a number of actions to attract job applicants. Most recruiting efforts attempt to impress upon prospective employees the rewards associated with an organization (Porter, Lawler, & Hackman, 1975). Organizations attempt to maximize the number of candidates so that they will obtain a pool of qualified applicants willing to join the organization (Milkovich & Boudreau, 1997). An implicit belief is that the best candidates are also the most likely to self-select out if they detect problems, thus leaving only less promising candidates. Unfortunately, it has been demonstrated that overemphasizing positive and minimizing negative attributes may contribute to subsequent problems, such as dissatisfaction, absen-

The format of Kolb's Revised Learning Style Inventory (LSI II) was modified to eliminate a probable response bias and to investigate the inventory's subsequent reliability and stability. While internal-consistency estimates for the modified instrument dropped as expected in an initial study, test-retest reliabilities and kappa coefficients increased dramatically. A second study replicated the results of the initial research. The increased stability of the modified version argues against dismissal of the LSI as an instrument for the study of learning styles.

This study investigated the effects of interviewer race, candidate race, and racial composition of interview panels on interview ratings. Data were collected on 153 police officers applying for promotion. Results confirmed a same-race rating effect (i.e., candidates racially similar to interviewers received higher ratings) for Black and White interviewers on racially balanced panels. A majority-race rating effect (i.e., candidates racially similar to the majority race of panel interviewers received higher ratings) existed for Black and White interviewers on primarily White panels. Rating patterns of Black and White interviewers on primarily Black panels also suggested a majority-race rating effect. Racial composition of selection interview panels in combination with interviewer and candidate race were proposed as variables affecting candidates' ratings.The employment interview is one of the most widely used and researched selection procedures (e.g., Arvey & Campion, 1982;Dipboye, 1992). However, only a small number of studies have been completed regarding the effects of race on rated performance in the interview. When investigations of racial effects have been conducted, results have been mixed. Some have reported no racial differences (e.g.

The influence of relational demography (assessor race, candidate race, and the racial composition of rating panels) was examined in a structured interview setting. Twenty assessors (10 White and 10 Black) comprising five, 4‐person panels of all possible racial compositions, evaluated videotaped responses of police officers participating in a promotion process. Each panel rated the same 73 (36 White and 37 Black) candidates' responses to a complex, structured interview question. An examination of mean overall ratings revealed a same race bias and a significant difference between panels based upon the relational demography of the interview panel; nevertheless, the size of these effects was small. Net reconciliation (i.e., between initial and final scores) differed significantly between minority and majority panel conditions for only Black assessors and, again, the effects here were very small. The practical implications of these findings are discussed.

The Learning Style Inventory (LSI) and the newly revised Learning Style Inventory (LSI II) were examined for internal consistency, test-retest reliability and stability of the four classifications resulting from their scores. Internal consistency was much improved in the LSI II, but problems with low test-retest indices and classification stability continue to plague the instruments. The authors hypothesize that the observed improvement in internal consistency may be an artifact of the revised scoring scheme.