Peer Ratings Of Performance Research Articles

The multilevel nomological net of team conflict profiles

PurposeThis paper aims to offer an integrative conceptual theory of conflict and reports on the nomological net of team conflict profiles. Specifically, it integrates social self-preservation theory with information-processing theory to better understand the occurrence of team profiles involving task conflict, relationship conflict and process conflict.Design/methodology/approachThe study collected data from 178 teams performing and engineering design tasks. The multilevel nomological net that was examined consisted of constructive controversy, psychological safety and team-task performance (team level), as well as perceptions of learning, burnout and peer ratings of performance (individual level).FindingsFindings indicated mixed support for the associations between conflict profiles and the hypothesized nomological net.Research limitations/implicationsFuture research should consider teams’ profiles of team conflict types rather than examining task, relationship and process conflict in isolation.Practical implicationsTeams can be classified into profiles of team conflict types with implications for team functioning and effectiveness. As a result, assessment and team launch should consider team conflict profiles.Originality/valueThe complexity perspective advanced here will allow research on conflict types to move forward beyond the extensive research examining conflict types in isolation rather than their interplay.

The longitudinal effects of peer feedback in the development and transfer of student teamwork skills

Building on prior work accounting for a maximum of three time points, this research explores the impact of repeated exposure (up to six times) to a peer feedback system on students' performance at school and work. Drawing on self-regulation theory, this study reports the longitudinal effects of peer feedback on student performance and confidence providing feedback using a within-subjects quasi-experimental field study with a matched comparison sample. Results suggest that repeated use of a peer feedback system offers improvements over time in business students' performance and confidence in providing feedback to peers, irrespective of student differences (i.e. prior teamwork skills). Furthermore, decline in peer ratings of performance over time of the matched comparison sample provide evidence against the maturation hypothesis. A positive effect on participants' on-the-job organizational citizenship behaviors was also identified; evidence that the performance gains from use of the peer feedback system in university extend to the workplace.

Personality Antecedents of Self-Other Rating Discrepancy

Multi-rater feedback systems are increasingly being used in organizations for assessment and development. Research suggests self-ratings are often uncorrelated with other-ratings, which has implications for ratee receptivity to feedback. Prior research suggests ratee personality may offer insight into selfother rating discrepancy. We explored the extent to which five work-related personality dimensions offer explanatory variance in self-other rating discrepancy using archival data of 527 employees from a large financial organization. Analyses of 487 self-peer dyads and 501 self-supervisor dyads revealed low agreement among self-, supervisor-, and peer-ratings of performance. Self-raters high on extraversion, dominance, cultural conformity, cynicism, and detail orientation were somewhat likely to over-rate their performance as compared to peer ratings. Cynical and detail-oriented raters were likely to over-rate their performance as compared with supervisor ratings. Detail orientation and cultural conformity interacted to predict self-other rating discrepancies for both supervisors and peers. Implications for research and practice are discussed.

Flexible working times: effects on employees' exhaustion, work‐nonwork conflict and job performance

PurposeThe aim of this study is to provide a useful conceptualization of flexible working times and to examine the relationships between flexible working times and employees' well‐being and peer ratings of performance. It is supposed that an employee's “time‐autonomy” would be positively related to performance and well‐being. On the contrary, an unfavorable effect of “time restriction” on well‐being is expected.Design/methodology/approachA questionnaire‐study was conducted among 167 German employees from 17 different organizations. Information about in‐role and extra‐role performance was also obtained via peer evaluations.FindingsThe data support a two‐factor structure of flexibility. The time restriction factor adds to the degree of exhaustion and the work‐nonwork conflict, while time autonomy diminishes these outcome variables. However, the flexibility dimensions are unrelated to performance.Originality/valueThe multidimensional conceptualization of flexibility allows for the detection of advantages and drawbacks regarding the effectiveness of flexible working time models.

Infant vocalizations are conditioned both by maternal imitation and motherese speech

Building on prior work accounting for a maximum of three time points, this research explores the impact of repeated exposure (up to six times) to a peer feedback system on students' performance at school and work. Drawing on self-regulation theory, this study reports the longitudinal effects of peer feedback on student performance and confidence providing feedback using a within-subjects quasi-experimental field study with a matched comparison sample. Results suggest that repeated use of a peer feedback system offers improvements over time in business students' performance and confidence in providing feedback to peers, irrespective of student differences (i.e. prior teamwork skills). Furthermore, decline in peer ratings of performance over time of the matched comparison sample provide evidence against the maturation hypothesis. A positive effect on participants' on-the-job organizational citizenship behaviors was also identified; evidence that the performance gains from use of the peer feedback system in university extend to the workplace.

Self-esteem and job complexity as moderators of performance and satisfaction

Self-esteem and job complexity were investigated as moderators of self, supervisor, and peer ratings of performance and satisfaction with work, supervisors, and peers testing balance and activation theories. One hundred and fifty-three registered nurses served as subjects. Measured self-esteem was not significantly related to the performance or satisfaction measures. Rather, the important variable was perceived job complexity as predicted by Scott's activation theory. Self-ratings of performance and satisfaction with work and peers were greatest at optimal complexity with lower values at high and low complexity. Some support was found for self-esteem as a moderator of the relationship between performance and satisfaction measures in line with Korman's formulations.