Presentation modality and indirect performance information: Effects on ratings, reactions, and memory
成果类型：
Article
署名作者：
Uggerslev, KL; Sulsky, LM
署名单位：
University of Calgary
刊物名称：
JOURNAL OF APPLIED PSYCHOLOGY
ISSN/ISSBN：
0021-9010
DOI：
10.1037//0021-9010.87.5.940
发表日期：
2002
页码：
940-950
关键词：
摘要：
The authors investigated whether raters integrate indirect (second-hand) information from an employee's co-worker with their direct observations when completing performance evaluations. Performance levels of direct and indirect information and presentation modality (auditory vs. textual) were manipulated (N = 220). Results showed that indirect information was perceived to be of highest utility when the performance levels of the direct and indirect information were consistent. Confidence in performance ratings was lowest when the indirect source delivered negative performance feedback that was contrary to the rater's own positive observations. Indirect information was only reflected in the performance ratings when direct observations were positive. There was a significant 3-way interaction between performance level of the direct information, performance level of the indirect information, and presentation modality on memory for performance incidents.
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