Schneider's (1987) attraction-selection-attrition model and Pfeffer's (1983) organization demography model were used to generate individual-level and group-level hypotheses relating interpersonal context to recruitment, promotion, and turnover patterns. Interpersonal context was operationalized as personal dissimilarity and group heterogeneity with respect to age, tenure, education level, curriculum, alma mater, military service, and career experiences. For 93 top management teams in bank holding companies examined over a 4-yr period, turnover rate was predicted by group heterogeneity. For individuals, turnover was predicted by dissimilarity to other group members, but promotion was not. Team heterogeneity was a relatively strong predictor of team turnover rates. Furthermore, reliance on internal recruitment predicted subsequent team homogeneity. Currently; several changes in the nature of work organizations in the United States are highlighting the relative paucity of available knowledge about work group functioning. Relevant changes include new manufacturing technologies designed around work teams (see Majchrzak, 1988; Piore & Sabel, 1984), increasing acceptance of and experimentation with management styles that emphasize the collective over the individual (Walton & Hackman, 1986), and a slow shift toward competitive strategies that are best implemented by redesigning jobs to take advantage of the benefits of group interaction (Banas, 1 988: M. E. Porter, 1990; Schuler & Jackson, 1987). Changes such as these seem to be increasing the proportion of workers whose jobs require teamwork (Sundstrom, DeMeuse, & Futrell, 1 990). At the same time, the work force population has become more diverse (Johnston & Packer, 1987). As organizations have begun to realize, this diversity may change patterns of behavior established during an era when work groups were relatively homogeneous (Jackson, 199 1). Psychologists have traditionally approached the study of behavior in organizations from a perspective that emphasizes individual-level constructs and processes. Contrasting sharply with the psychological approach is the more sociologically oriented research of organization theorists, who attempt to explain macro patterns of organizational behavior through consideration of organization-level constructs, such as structure and technology Research on work groups, which is relatively rare in comparison with research conducted at the levels of individuals and organizations, falls midway between these two extremes

This study examined how 360 degree feedback ratings and self-other rating discrepancies related to reactions to feedback, perceptions of feedback accuracy, perceived usefulness of the feedback, and recipients' receptivity to development. The results indicated that less favorable ratings were related to beliefs that feedback was less accurate and to negative reactions. Negative reactions and perceptions that feedback was less accurate were related to beliefs that the feedback was less useful. Those who found feedback less useful were perceived by a facilitator as less development-focused. Goal orientation did not moderate the relationship between ratings and perceptions of accuracy or reactions to feedback. Goal orientation was related to perceptions of usefulness of the process several weeks after receipt of feedback. The results question widely held assumptions about 360 degree feedback that negative and discrepant feedback motivates positive change.

The antecedents and consequences of content goals for participants in a complex skilltraining program were examined in a longitudinal study. Using LISREL 8 to test a mediated model, it was found dispositional goal orientation was related to the content of goals that individuals adopted for the training program. Not all content goals were related to training performance; only content goals with a skill improvement focus had a positive relationship with performance. Results provide a richer understanding of the antecedents of content goals and their relationship to performance and have implications for managers and for the administration of training programs.

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Introduction Multisource feedback (MSF), also known as 360-degree feedback, is a process in which a leader receives anonymous feedback from subordinates, peers, bosses, and customers. MSF is pervasive throughout U.S. organizations and is spreading to other parts of the world. Estimates indicate that as many as 29% of U.S. organizations (Church, 2000) are using this process. Many organizations embrace the 360-degree feedback process as part of their overall leadership development programs. However, recent research suggests that results may be modest. Smither, London, and Reilly (2005) analyzed the results of 24 longitudinal studies on MSF and concluded, "Practitioners should not expect large, widespread performance improvements after employees receive multi-source feedback" (p. 33). While their results found modest, yet positive improvements in employee behaviors and attitudes, practitioners that seek ways to increase the effectiveness of their firm's MSF interventions can look to the existing and current research on MSF processes.The purpose of this article is to outline recent studies on MSF in order to inform practice and increase the likelihood that more leaders and organizations will benefit from this developmental process. Our intentions are threefold. First, we highlight research knowledge in the area of MSF. Second, we describe all we have learned from MULTISOURCE FEEDBACK: LESSONS LEARNED AND IMPLICATIONS FOR PRACTICE L E A N N E E . AT W AT E R , J O A N F. B R E T T, A N D AT I R A C H E R I S E C H A R L E SOrganizations around the world are using multisource, or 360-degree, feedback. Although many HR practitioners embrace it as an important mechanism for leadership development, organizations must attend to and address several issues in order to maximize the utility of multisource feedback (MSF). We discuss current research findings and highlight issues for managers to consider both before starting a multisource feedback process and after the feedback is given, plus we review potential outcomes of the process. We also describe lessons learned from an intensive three-year investigation of an MSF implementation in two organizations. © 2007 Wiley Periodicals, Inc. an intensive three-year investigation of an MSF implementation in two organizations. Third, we discuss the implications of MSF research for leaders and human resource professionals in the field. Where appropriate, we indicate where MSF research has relevance to performance appraisal (PA), since both processes involve feedback. Figure 1 presents a framework for presenting recent research on MSF. The framework includes factors that HR practitioners should consider prior to implementation, factors to consider about the actual MSF process, factors to consider after leaders receive feedback, and outcomes that organizations can anticipate. For each of these topic areas, a table summarizes the MSF findings and applications for practice. The issues noted in italics in Figure 1 and the tables indicate results from our three-year study.We also highlight t...