Creating Alternate In‐Basket Forms Through Cloning: Some preliminary results

Lievens, Filip; Anseel, Frederik

doi:10.1111/j.1468-2389.2007.00401.x

Cited by 11 publications

(17 citation statements)

References 18 publications

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“…In this regard, it is important to note that we have some evidence that response bias and participant drop-out is not a major problem for this data collection strategy. A study among employees revealed similar results relative to a replication study among students where participation was mandatory (e.g., Lievens & Anseel, 2007).…”

Section: Participantssupporting

confidence: 74%

“…Two parallel versions of Anseel and Lievens' (2006;Lievens & Anseel, 2007) in-basket exercise (adapted from Tett & Jackson, 1990) were used, each of which consists of 10 memos and letters addressed to a General Manager of a hypothetical paint manufacturing plant. The exercise simulates, as closely as possible, the key features of an actual email software program (e.g.…”

Section: Procedures and Measuresmentioning

confidence: 99%

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The influence of mastery‐avoidance goals on performance improvement

Yperen

Elliot

Anseel

2009

Euro J Social Psych

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121

103

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Two experiments focused on examining the influence of mastery-avoidance goals on performance improvement, and more specifically, on mastery-avoidance goals grounded in an intrapersonal standard. That is, herein, mastery-avoidance goals entail striving to avoid doing worse than one has done before. Both experiments demonstrated that in a multiple-trial context, mastery-avoidance goals are deleterious for performance improvement relative to mastery-approach, performance-approach, and performance-avoidance goals, and a no goal baseline. The findings were shown to be independent of participants' perceptions of goal difficulty, and were consistent not only across methodology but also across type of participant (undergraduates versus individuals in the workforce), and type and length of achievement task (a verbal skills task versus an ecologically valid managerial competencies exercise).

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Section: Participantssupporting

confidence: 74%

Section: Procedures and Measuresmentioning

confidence: 99%

The influence of mastery‐avoidance goals on performance improvement

Yperen

Elliot

Anseel

2009

Euro J Social Psych

Self Cite

121

103

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“…On the basis of the scoring rules developed by Tett et al (2000), we developed a computer program that could automatically score participants' effectiveness ratings on each message for one of the four performance dimensions. An average score of the four performance dimensions is typically computed to reflect a reliable indicator of overall performance on the work simulation (Lievens & Anseel, 2007).…”

Section: Taskmentioning

confidence: 99%

Reflection as a strategy to enhance task performance after feedback

Anseel

Lievens

Schollaert

2009

Organizational Behavior and Human Decision Processes

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205

172

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“…This alternate version was developed on the basis of a cloning procedure (Lievens & Anseel, 2007). Various tests of the equivalency of these two alternate versions in other samples showed there were no significant differences between the overall task scores across the alternate forms (Cohen's d = .03).…”

Section: Taskmentioning

confidence: 99%

Feedback type as a moderator of the relationship between achievement goals and feedback reactions

Anseel¹

2012

Human Resource Management International Digest

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We would like to thank Michael M. Harris and Filip Lievens for their comments on an earlier version of this paper and Marc Covents for his programming work on the webbased work simulation. The aim of the current study is to shed new light on the inconsistent relationship between performance-approach goals and feedback reactions by examining feedback type as a moderator. Results of a field experiment (N = 939) using a web-based work simulation task showed that the effect of achievement-approach goals was moderated by feedback type. Relative to individuals pursuing mastery-approach goals, individuals pursuing performance-approach goals responded more negatively to comparative feedback but not to task-referenced feedback. In line with the hypothesized mediated moderation model, the interaction between achievement goals and feedback type also indirectly affected task performance through feedback reactions. Providing employees with feedback is a key psychological principle used in a wide range of human resource and performance management instruments (e.g., developmental assessment centers, multi-source/360 degrees feedback, training, selection, performance appraisal, management education, computer-adaptive testing, and coaching). The current study suggests that organizations need to strike a balance between encouraging learning and encouraging performance, as too much emphasis on comparative performance (both in goal inducement and in feedback style) may be detrimental to employees' reactions and rate of performance improvement. The achievement goal approach to achievement motivation has emerged as a highly influential framework for understanding how people define, experience, and respond to competence-relevant situations (Elliot, 2005). Although there are some differences among achievement goal theorists regarding the exact nature and functioning of these goals, they generally agree that three achievement goals can be distinguished (e.g., Elliot and Church, 1997;VandeWalle, 1997). Mastery-approach (MAp) goals imply that the individual is focused on the development of one's competence and thus, involve an emphasis on intrapersonal standards. The purpose of mastery-approach goal individuals is to learn and to improve on the task at hand, and ultimately, to achieve complete mastery of the task. Performance goals, in contrast, are grounded in interpersonal standards and may either emphasize the attainment of competence relative to others, or the avoidance of incompetence relative to others.These goals are referred to as performance-approach (PAp) goals and performanceavoidance (PAv) goals, respectively (Elliot, 2005).The general picture arising from two decades of research is that MAp goals are most adaptive for learning outcomes, whereas PAv goals are consistently associated with unwanted effects (e.g., Elliot, 1999Elliot, , 2005Payne, Youngcourt, & Beaubien, 2007).For PAp goals, the story has been mixed. Some studies reported that these goals were associated with positive outcomes such as persistence, effort, task int...

show abstract

Creating Alternate In‐Basket Forms Through Cloning: Some preliminary results

Cited by 11 publications

References 18 publications

The influence of mastery‐avoidance goals on performance improvement

The influence of mastery‐avoidance goals on performance improvement

Reflection as a strategy to enhance task performance after feedback

Feedback type as a moderator of the relationship between achievement goals and feedback reactions

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