The construct validity of J. P. Meyer and N. J. Allen's (1991) 3-component model of organizational commitment was assessed. Despite the large error components associated with some of the items from Meyer and Allen's scales, the existence of 3 facets of commitment (affective, continuance, and normative) was generally supported by a confirmatory factor analysis of data from 2,301 nurses. Moreover, some of the expected differential relationships of these facets to antecedents and outcomes of commitment were observed in both the nurse sample and a sample comprising 80 bus operators. However, the facets generally did not relate strongly or differentially to a set of rating and nonrating measures of job performance.Organizational commitment is of interest to both behavioral scientists and practicing managers (cf. Mowday, Porter, & Steers, 1982). Although most practitioners are inclined to associate high commitment with increased productivity and lower turnover, organizational scientists strive to understand the facets of commitment and their differential relationships to both antecedents and work outcomes (cf.

No abstract

No abstract

No abstract

The multiple mini-interview (MMI) used in health professional schools' admission processes is reported to assess multiple non-cognitive constructs such as ethical reasoning, oral communication, or problem evaluation. Though validation studies have been performed with total MMI scores, there is a paucity of information regarding how well MMI scores differentiate the constructs being measured, the relationship between MMI scores (construct or total) and personality characteristics, and how well MMI scores (construct or total) predict future performance in practice. Results from these studies could assist with MMI station development, rater training, score interpretation, and resource allocation. The purpose of this study was to investigate the validity of MMI construct scores (oral communication and problem evaluation), and their relationship to personality measures (emotionality and extraversion) and specific scores from standardized clinical communications interviews (building the relationship and explaining and planning). Confirmatory factor analysis results support a two factor MMI model, however the correlation between these factors was .87. Oral communication MMI scores significantly correlated with extraversion (r c = .25, p < .05), but MMI scores were not related to emotionality. Scores for building a relationship were significantly related to MMI oral communication scores, (r c = .46, p < .001) and problem evaluation scores (r c = .43, p < .001); scores for explaining and planning were significantly related to MMI problem evaluation scores (r c = .36, p < .01). The results provide validity evidence for assessing multiple non-cognitive attributes during the MMI process and reinforce the importance of developing MMI stations and scoring rubrics for attributes identified as important for future success in school and practice.