The effect of training in verbal self-guidance on performance effectiveness in a MBA program

Canadian Journal of Behavioural Science

Volumn 38, Issue 1, 2006, Pages 1-11

  Brown, Travor C ^a,c   Latham, Gary P ^b  

^a MEMORIAL UNIVERSITY OF NEWFOUNDLAND   (Canada)

^b UNIVERSITY OF TORONTO   (Canada)

^c MEMORIAL UNIVERSITY OF NEWFOUNDLAND   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33644917446     PISSN: 0008400X     EISSN: None     Source Type: Journal    
DOI: 10.1037/h0087266     Document Type: Review

References (34)

1. Bobko, P. (1986). A solution to some dilemmas when testing hypotheses about ordinal interactions. Journal of Applied Psychology, 71, 323-326.
2. Brown, T. C. (2003). The effect of verbal self-guidance training on collective efficacy and team performance. Personnel Psychology, 56, 935-964.
3. de Janasz, S. C., Dowd, K. O., & Schneider, B. Z. (2002). Interpersonal skills in organizations. Toronto, ON: McGraw Hill.
4. Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327-358.
5. Halpern, D. F. (2004). The development of adult cognition: Understanding constancy and change in adult learning. In D. Day, S. Zaccaro, & S. Halpin (Eds.), Leader development for transforming organizations. Mahwah, NJ: Lawrence Erlbaum.
6. Jack, I. (2001, December 31). FP CEO Poll: MB As good on theory, lack people skills, CEOs say. National Post, pp. FP1, FP2.
7. James, L. R., Demaree, R. G., & Wolf, G. (1993). RWG: An assessment of within-group interrater agreement. Journal of Applied Psychology, 78, 306-309.
8. James, W. (1892). Psychology. London, UK: Macmillan.
9. Kanfer, R., & Ackerman, P. L. (1989). Motivation and cog nitive abilities: An integrative/ aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology, 74, 657-690.
10. Klein, H. J., Wesson, M. J., Hollenbeck, J. R., Wright, P. M., & DeShon, R. P. (2001). The assessment of goal commitment: A measurement model meta-analysis. Organizational Behavior and Human Decision Processes, 85, 32-55.
11. Latham, G. P. (1997). Correlates of executive education program revenue, repeat business and the satisfaction of client organizations and individual participants. Millington, NJ: University Consortium for Executive Education (UNI-CON).
12. Latham, G. P., & Wexley, K. N. (1977). Behavioral observation scales for performance appraisal purposes. Personnel Psychology, 30, 255-268.
13. Latham, G. P., & Wexley, K. N. (1994). Increasing productivity through performance appraisal (2nd ed.). Reading, MA: Addison-Wexley.
14. Locke, E. (2000). Motivation, cognition, and action: An analysis of studies of task goals and knowledge. Applied Psychology: An International Review, 49, 408-429.
15. Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.
16. Mason, J. C. (1992). Business schools: Striving to meet customer demand. Management Review, 81, 10.
17. Meichenbaum, D. (1975). Enhancing creativity by modifying what subjects say to themselves. American Educational Research Journal, 12, 129-145.
18. Meichenbaum, D. H. (1971). Examination of model characteristics in reducing avoidance behavior. Journal of Personality and Social Psychology, 17, 298-307.
19. Meichenbaum, D. H. (1977). Cognitive behavior modification. An integrative approach. New York: Plenum Press.
20. Meichenbaum, D., & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77, 115-126.
21. Millman, Z., & Latham, G. P. (2001). Increasing reemployment through training in verbal self-guidance. In M. Erez, U. Kleinbeck, & H. Thierry (Eds.), Work Motivation in the Context of a Globalizing Economy (pp. 87-97). Mahwah, NJ: Lawrence Erlbaum.
22. Neck, C. P., & Manz, C. C. (1996). Thought self-leadership: The impact of mental strategies training on employee cognition, behavior, and affect. Journal of Organizational Behavior, 17, 445-467.
23. Olian, J., Caldwell, L., Frank, H., Griffin, A., Liverpool, P., Thomas, H., et al. (2002, April). AACSB International: Management Education Task Force (Draft IV). St. Louis, MO: The Association to Advanced Collegiate Schools of Business International.
24. Pfeffer, J. (1998). The human equation: Building profits by putting people first. Boston, MA: Harvard Business School Press.
25. Schmidt, E J., & Kaplan, L. (1971). Composite vs. multiple criteria: A review and resolution of the controversy. Personnel Psychology, 24, 419-434.
26. Schunk, D. H., & Rice, J. M. (1984). Strategy self-verbalization during remedial listening comprehension instruction. Journal of Experimental Education, 53, 49-54.
27. Schunk, D. H., & Rice, J. M. (1985). Verbalization of comprehension strategies: Effects on children's achievement outcomes. Human Learning, 4, 1-10.
28. Seijts, G. H., & Latham, G. P. (2001). The effect of distal learning, outcome, and proximal goals on a moderately complex task. Journal of Organizational Behavior, 22, 291-302.
29. Sue-Chan, C., & Latham, G. P. (2004). The relative effectiveness of external, peer, and self-coaches. Applied Psychology: An International Review, 52, 260-278.
30. Taggar, S., & Brown, T. C. (2001). Problem-solving team behaviors: Development and validation of BOS and a hierarchical factor structure. Small Group Research, 32, 698-726.
31. Vygotsky, I. (1962). Thought and language. Cambridge, MA: MIT Press.
32. Waung, M. (1995). The effects of self-regulatory coping orientation on newcomer adjustment and job survival. Personnel Psychology, 48, 633-651.
33. Whetten, D. A., & Cameron, K. S. (2002). Developing management skills (5th ed.). Don Mills, ON: Addison-Wesley.
34. Winters, D., & Latham, G. P. (1996). The effect of learning versus outcome goals on a simple versus a complex task. Group & Organization Management, 21, 236-250.