The present study investigated the effects of didactic and experiential supervision procedures on the judged counseling effectiveness of high and low cognitive complexity counselor trainees. Subjects in the two supervision groups (N = 16) were trained in attending, questioning, and reflection of feeling over three sessions. Training consisted of exposure to videotaped counseling models, discussion of the model's behavior with the supervisor, videotaped role playing of therapy, and discussion of the therapy with the supervisor. Training was exactly the same for both groups except for supervision. A control group (N = 8) did not receive any training. All subjects, including controls, were pre-and post-tested for counseling effectiveness as measured by judged tape ratings on the 25-item Counselor Effectiveness Scale and four scales designed to assess affective, exploratory, listening, and honest labeling responses. High complex subjects responsed more favorably to the didactic supervision significantly outperforming both the high complex controls and the low complex didactic subjects on four of the five dependent measures, whereas high and low complex subjects did not respond differentially to the experiential supervision. The results were discussed in terms of fittifig the complexity of the students to the supervision approach in selecting students for counseling programs.

This study examines aspects of job interview behavior that influence employer preference for a female applicant for a managerial position in the human service field. The authors used an analogue methodology simulating videotaped job interview vignettes to present a female applicant exhibiting varying leadership and personality styles, ranging from a “warm” cooperative style to a “cold” task‐oriented style. Employers in the human services field rated their preference for the simulated applicants. There were significant differences in preference for the various types of applicants; the most preferred were those who combined warmth with goal‐oriented leadership skills.