THE EFFECT OF APPRAISER MINDEDNESS ON THE APPLICATION OF JOB PERFORMANCE CRITERIA IN STUDENT AFFAIRS ADMINISTRATION IN HIGHER EDUCATION
Job performance evaluation tools lack in validity due to problems with instrumentation, faulty timing of the evaluation, poorly defined evaluation purpose, or organizational pressures. It was the purpose of the present study to determine whether rater bias influences the selection of evaluation criteria. Rater bias was defined as the rater's level of dogmatism and the rater's ability to solve problems using general system principles. The Rokeach (1960) dogmatism scale and Kaiser (1973) organismic thinking scale were used to measure rater bias on 35 selected job performance criteria. The subjects were chief student personnel administrators (CSPA) in higher education. Results. (A) Job performance criteria cluster into five factors: (1) Subordinate Approachabiliby and Job Enthusiasm. (2) Subordinate Professionalism and Skill Level. (3) Subordinate Personal Appearance and Level of Culture. (4) Subordinate Ability to Communicate. (5) Subordinate Ability to Adapt to Change. (B) Dogmatic raters place emphasis on personal appearance and culture. (C) General system thinkers place emphasis on (1) approachability and enthusiasm, (2) professionalism, and (3) communication. There are no predictors for criteria of adaptability. (D) CSPA's are open-minded and dynamic thinkers. (E) Open-minded and dynamic thinkers use criteria which are different from those used by dogmatic-linear thinkers. (F) Dogmatic raters are linear systems thinkers. Open-minded raters are dynamic system thinkers. (G) There is no significant relationship between dogmatism and general system view and rater's age, rater's sex, degrees earned, length of service, years of experience, size of institution, and level of institution at which employed. Dynamic thinking CSPA's are more likely to be employed by public institutions than by private institutions. (H) Six performance criteria do not appear to be influenced by rater bias: (1) Ability to understand a problem and reach sound conclusions. (2) Awareness of university channels for effective action. (3) Original thinking. (4) Consistently act on systematic philosophy. (5) Work without close supervision. (6) Keeping current with profession.
CHRISTIAN HEINRICH SACHS,
"THE EFFECT OF APPRAISER MINDEDNESS ON THE APPLICATION OF JOB PERFORMANCE CRITERIA IN STUDENT AFFAIRS ADMINISTRATION IN HIGHER EDUCATION"
(January 1, 1984).
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