The Effect of a Dilemma on the Relationship Between Ability to Identify the Criterion (ATIC) and Scores on a Validated Situational Interview
Abstract
Four experiments were conducted to determine whether participants’ awareness of the performance criterion on which they were being evaluated results in higher scores on a criterion-valid situational interview (SI) where each question either contains or does not contain a dilemma. In the first experiment, there was no significant difference between those who were or were not informed of the performance criterion that the SI questions predicted. Experiment 2 replicated this finding. In each instance, the SI questions in these two experiments contained a dilemma. In a third experiment, participants were randomly assigned to a 2 (knowledge/no knowledge provided of the criterion) X 2 (SI dilemma/no dilemma) design. Knowledge of the criterion increased interview scores only when the questions did not contain a dilemma. The fourth experiment revealed that including a dilemma in a SI question attenuates the ATIC-SI relationship when participants must identify rather than be informed of the performance criterion that the SI has been developed to assess.
Communicating for workplace connection: A longitudinal study of the outcomes of listening training on teachers' autonomy, psychological safety, and relational climate
Guy Itzchakov, Netta Weinstein, Eli Vinokur, Avinoam Yomtovian
Listening
Training teachers to listen may enable them to experience increasingly attentive and open peer relationships at work. In the present research, we examined the outcomes of a year-long listening training on school teachers' listening abilities and its downstream consequences on their relational climate, autonomy, and psychological safety. Teachers in two elementary schools engaged in a similar listening training program throughout the entire school year. The measures included indicators of a supportive relational climate that are known to be important to teacher well-being, namely, autonomy, psychological safety, and relational energy. Results of growth curve modeling showed linear increases in all three outcomes, such that more listening training corresponded to a more positive relational climate. Specifically, the teachers reported increasingly higher quality listening from their group member teachers, felt more autonomy satisfied, psychologically safe, and relationally energetic. Furthermore, latent growth curve modeling indicated that the teachers' listening perception was positively and significantly associated with all three outcomes. We concluded that listening training is associated with teachers perceiving higher quality listening from their peers and, therefore, feeling more autonomy-satisfied, psychologically safe, and relationally energetic and discussing theoretical and practical implications.
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Perceived Responsiveness Increases Tolerance of Attitude Ambivalence and Enhances Intentions to Behave in an Open-Minded Manner
Guy Itzchakov, Harry T. Reis
Responsiveness
Can perceived responsiveness, the belief that meaningful others attend to and react supportively to a core defining feature of the self, shape the structure of attitudes? We predicted that perceived responsiveness fosters open-mindedness, which, in turn, allows people to be simultaneously aware of opposing evaluations of an attitude object. We also hypothesized that this process will result in behavior intentions to consider multiple perspectives about the topic. Furthermore, we predicted that perceived responsiveness will enable people to tolerate accessible opposing evaluations without feeling discomfort. We found consistent support for our hypotheses in four laboratory experiments (Studies 1–3, 5) and a diary study (Study 4). Moreover, we found that perceived responsiveness reduces the perception that one’s initial attitude is correct and valid. These findings indicate that attitude structure and behavior intentions can be changed by an interpersonal variable, unrelated to the attitude itself.
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