평가정확성에 대한 평가자 훈련 유형의 영향: 책임성과 평가자 기분(mood)의 상호작용 효과
The Effect of Rater Training Type on Rating Accuracy: Focusing on Interaction Effect of Accountability and Rater Mood
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본 연구는 직무수행 평가의 정확성을 위한 평가자 훈련 중 참조틀 훈련(FOR)과 변산성 훈련(RVT)의 영향을 비교하고, 평가자의 책임성 지각과 평가자 기분(mood)의 상호작용 효과를 검증하였다. 세부적으로, 평가자 훈련이 Cronbach(1955)가 개념화 한 전반적 정확성(EL), 대상 정확성(DE), 차원 정확성(SA), 대상내 차원 정확성(DA) 등 4가지 평가 정확성 구성요소에 미치는 효과를 비교하고, 책임성이 부여된 집단과 그렇지 않은 집단 및 긍정기분 집단과 부정기분 집단의 평가 정확성 차이를 비교하였다. 또한, 이 세 변인의 삼원상호작용 효과를 연구하였다. 146명의 대학생을 대상으로 강의평가 맥락에서 평가자 훈련×책임성×기분의 2×2×2 실험 설계를 통한 연구를 실시하였다. 연구 결과, 피평가자간 변별성을 증가시키는 변산성 훈련 집단이 참조틀 훈련 집단에 비해 DE에 대한 정확성 향상이 높은 것으로 나타났다. 하지만 다른 평가 정확성 요소에 대하여 두 훈련 유형의 차이는 유의하지 않았다. 책임성과 평가자 기분의 상호작용은 EL에서 나타났으며, 책임성이 부여된 집단은 긍정기분 집단이 더 정확하게 평가를 하였고, 책임성이 부여되지 않은 집단은 부정기분 집단이 더 정확하게 평가를 하였다. 하지만 다른 평가 정확성 요소에 대한 효과는 유의하지 않았다. 평가자 훈련과 책임성, 평가자 기분의 삼원상호작용도 유의하지 않았다. 이와 같은 결과를 바탕으로 평가 맥락에서 평가자 훈련 유형과 책임성, 평가자 기분의 영향을 논의하였다.
Abstract
The purpose of this study was to compare the effects of two types of rater training on rating accuracy in performance appraisal context. It also investigated whether accountability and rater mood interact with the effects. Specifically, the study examined the effects of frame-of-reference training (FOR) and rater variability training (RVT) in terms of elevation (EL), differential elevation (DE), stereotype accuracy (SA), and DA (differential accuracy), which are conceptualized by Cronbach (1955). The study also studied 2-way interactions, comparing the differences of accuracy according to the conditions whether accountability is required or not, and positive or negative mood is imposed. In addition, it tested a 3-way interaction effect among the three conditions. The study conducted an experiment with 2 x 2 x 2 design in which 146 undergraduate students were assigned for lecture evaluation. The results revealed that accuracy in DE was improved more in RVT than FOR, while the other types of accuracy were not significantly different. The effects of accountability and mood were not found significant, either. The interaction effect of accountability and rater mood was significant in EL in the way that the accountability-required group rated more accurately when it was in positive mood whereas the accountability-not-required group was more accurate in negative mood. The other interaction effects were not significant, neither was the 3-way interaction. Theoretical and practical implications including limitations were discussed in performance appraisal context.
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