A COGNITIVE EVALUATION OF FRAME-OF-REFERENCE RATER TRAINING - CONTENTAND PROCESS ISSUES

A multivariate, cognitive evaluation model was used to examine the pre viously noted effects of frame-of-reference (FOR) training on rating a ccuracy. The tested model emphasized two content-related issues associ ated with FOR training: (a) the content of the training itself and the extent that raters agreed with it, which provided an index of the amo unt of overlap between the theory of performance taught in training an d a rater's implicit theory of performance following training; and (b) the content of raters' performance impressions of ratees based on a c omprehensive and integrative model of the cognitive representations of persons-Associated Systems Theory (Carlston, 1992, 1994), Undergradua tes (N = 172) were trained with FOR or control procedures using two di fferent performance theories, observed and rated videotaped manager pe rformance on three performance dimensions, and engaged in written free -recall of target performance vignettes. A structural model was tested incorporating a latent differential rating accuracy construct. FOR tr aining was associated with higher demonstrated levels of agreement and with changes in ratee representation that were more abstract and more target-referent (i.e., less idiosyncratic) than control training, Agr eement was found to be associated with enhanced rating accuracy and mo re self-referent impressions; however, target-referent impressions wer e shown to be related to better rating accuracy. Discussion focuses on the interrelated nature of content and process issues in performance appraisal. Using the AST framework, it is also proposed that longstand ing manager/subordinate dyads could be expected to benefit the most fr om FOR training. (C) 1998 Academic Press.