Application of the means-end theoretic for understanding the cognitive bases of performance appraisal

Jolly, James P.; Reynolds, Thomas H.; Slocum, John W.

doi:10.1016/0749-5978(88)90024-6

Cited by 44 publications

(21 citation statements)

References 24 publications

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“…Laboratory settings and student subjects were very common; only a few studies heeded Banks and Murphy's (1985) call for incorporating non-student subjects and field settings in research designs of cognitive process issues (Hogan, 1987;Huber, Podsakoff & Todor, 1986;Jolly, Reynolds & Slocum, 1988;Mount & Thompson, 1987;Schmitt, Noe, & Gottschalk, 1986). Cognitive processing research concentrated around two issues: (1) how prior expectations or knowledge of prior performance levels affect the way information is processed, and (2) the role of memory in the rating process.…”

Section: Cognitive Processing Of Infonnationmentioning

confidence: 99%

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The Current State of Performance Appraisal Research and Practice: Concerns, Directions, and Implications

Bretz¹,

Milkovich

Read

1992

Journal of Management

368

230

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On the surface, it is not readily apparent how some performance appraisal research issues inform performance appraisal practice. Because performance appraisal is an applied topic, it is useful to periodically consider the current state of performance research and its relation to performance appraisal practice. This review examines the performance appraisal literature published in both academic and practitioner outlets between 1985 and 1990, briefly discusses the current state of performance appraisal practice, highlights the juxtaposition of research and practice, and suggests directions for further research.

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Section: Cognitive Processing Of Infonnationmentioning

confidence: 99%

“…For example, information collected from 22 nursing supervisors was used to construct a cognitive map of their appraisal processes (Jolly, Reynolds & Slocum, 1988). Results suggested that values accounted for significant variation in performance ratings.…”

mentioning

confidence: 99%

The Current State of Performance Appraisal Research and Practice: Concerns, Directions, and Implications

Bretz¹,

Milkovich

Read

1992

Journal of Management

368

230

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show abstract

“…This view is modelled on traditional motivation research by authors such as Dichter (1964). The cognitive structure view, advocated by others (Gutman, 1982;Reynolds and Gutman, 1988;Jolly et al, 1988) proposes that means-end chains should be regarded as modelling consumption-relevant cognitive structure. Here knowledge relevant to consumption is stored and organised in the memory (Grunert and Grunert, 1995).…”

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confidence: 99%

The desired teaching qualities of lecturers in higher education: a means end analysis

Voss

Gruber²

2006

Quality Assurance in Education

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Purpose -The study aims to develop a deeper understanding of the teaching qualities of effective lecturers that students desire and to uncover the constructs that underlie these desire expectations and reveal the underlying benefits that students look for.Design/Methodology/Approach -A semi-standardized qualitative technique called laddering was applied that allows researchers to reach deeper levels of reality and to reveal the reasons behind the reasons. The study was conducted amongst teacher education students at a large German University of Education and laddering questionnaires were handed out to 53 students enrolled in a business management course. Findings -The exploratory study gave a valuable first insight into the desired qualities of lecturers. In particular, the study results indicate that students want lecturers to be knowledgeable, enthusiastic, approachable, and friendly. Students predominately want to DESIRE EXPECTATIONS 2 encounter valuable teaching experiences to be able to pass tests and to be prepared for their profession. This study also showed that students are mainly concerned about vocational aspects of their studies and are less interested in their subject.Research limitations/implications -Due to the exploratory nature of the study and the scope and size of its sample, the results outlined are tentative in nature. As the study involved only a single group of university students from one university, the results cannot be generalized to the student population as a whole.Originality/value -The study was the first to successfully apply the means-end approach and the laddering technique to the issue of service quality in higher education. The study has, hopefully opened up an area of research and methodology that could provide considerable further benefits for researchers interested in this topic. Keywords Service quality, Higher education, Means and ends, Laddering Paper Type Research paper The Desired Teaching Qualities of Lecturers in Higher Education -A Means End Analysis IntroductionIn January 2005, Germany's highest court overturned a federal law that had banned the introduction of fees and thereby paved the way for German universities to start charging student tuition fees for the first time. By 2009/2010 German universities will also have switched completely to the two-level system of higher education (bachelor-master) to achieve the objectives of the Bologna process. The aim of the so-called Bologna process is the establishment of a European higher education area by harmonising academic degree standards and quality assurance standards throughout Europe by 2010. 45 European countries participate in the Bologna Process, which is named after the Italian city of Bologna where the Bologna declaration was signed by European ministers of education in 1999. All participating DESIRE EXPECTATIONS 3 countries commit themselves to adopt a system of comparable academic grades, introduce a system with two main cycles (undergraduate/graduate), and to promote European cooperation in quality...

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“…It is this underlying commonality that can help explain how people act and react in a socially constructed world. Past noteworthy works in this direction have looked at shared cognitions (Borman, 1987;Gibson, 2001;Gioia, Donnellon, & Sims, 1989;Langfield-Smith, 1992;Langfield-Smith & Wirth, 1992;Rentsch & Klimoski, 2001;), collective cognitions (Carley, 1997;Jolly, Reynolds, & Slocum, 1988;Schneider & Angelmar, 1993), and multiple grids (Bell, 1997(Bell, , 2000Dalton & Dunnett, 1999;Easterby-Smith, 1980;Feixas et al, 2002, Hill, 1995Kalekin-Fishman & Walker, 1996;Locatelli & West, 1996;Senior, 1996;Wright & Lam, 2002). The present investigation follows this line of thinking to document the current state of cognitions of appraisers and appraisees.…”

Section: E9: Work Objectivesmentioning

confidence: 86%

Mapping cognitions to better understand attitudinal and behavioral responses in appraisal research

Wright

2004

J Organ Behavior

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SummaryPerceptions are important in determining performance appraisal system success. The growing body of research in this area has clearly documented the differences in perceptions between appraisers and appraisees. However, many of these findings are predominately based on aspects of the system in judging its overall effectiveness and rely heavily on self-report questionnaire responses with weak methodological rigor. Not much is known about the deeper cognitive perceptions of appraisers and appraisees in better explaining their attitudinal and behavioral outcomes. This paper breaks away from conventional questionnaire-generated perceptions and applies a unique clinical cognitive mapping methodology called the repertory grid technique to elicit the personal constructs of how real respondents perceive appraisal systems based on their real-life experiences. The method allowed the investigation to go much deeper than past research into the core perceptions that influenced respondents' attitudes and subsequent behaviors. Though the findings showed some commonality in personal constructions of appraisal systems with those found in the literature, new constructs, core perceptual dimensions, and collective cognitive maps were elicited for the very first time, opening up new questions and issues for further research. Implications to theory and practice are also discussed.

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Application of the means-end theoretic for understanding the cognitive bases of performance appraisal

Cited by 44 publications

References 24 publications

The Current State of Performance Appraisal Research and Practice: Concerns, Directions, and Implications

The Current State of Performance Appraisal Research and Practice: Concerns, Directions, and Implications

The desired teaching qualities of lecturers in higher education: a means end analysis

Mapping cognitions to better understand attitudinal and behavioral responses in appraisal research

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