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Performance Expectations (performance + expectation)
Selected AbstractsOvercrowding in medium-volume emergency departments: Effects of aged patients in emergency departments on wait times for non-emergent triage-level patientsINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 3 2010Mary Knapman MN BHScN GCEd RN Knapman M, Bonner A. International Journal of Nursing Practice 2010; 16: 310,317 Overcrowding in medium-volume emergency departments: Effects of aged patients in emergency departments on wait times for non-emergent triage-level patients This study aims to examine patient wait times from triaging to physician assessment in the emergency department (ED) for non-emergent patients, and to see whether patient flow and process (triage) are impacted by aged patients. A retrospective study method was used to analyse 185 patients in three age groups. Key data recorded were triage level, wait time to physician assessment and ED census. Multiple linear regression analysis was used to determine the strength of association with increased wait time. A longer average wait time for all patients occurred when there was an increase in the number of patients aged , 65 years in the ED. Further analysis showed 12.1% of the variation extending ED wait time associated with the triage process was explained by the number of patients aged , 65 years. In addition, extended wait time, overcrowding and numbers of those who left without being seen were strongly associated (P < 0.05) with the number of aged patients in the ED. The effects of aged patients on ED structure and process have significant implications for nursing. Nursing process and practice sets clear responsibilities for nursing to ensure patient safety. However, the impact of factors associated with aged patients in ED, nursing's role and ED process can negatively impact performance expectations and requires further investigation. [source] Narcissism, confidence, and risk attitudeJOURNAL OF BEHAVIORAL DECISION MAKING, Issue 4 2004W. Keith Campbell Abstract The present research addresses whether narcissists are more overconfident than others and whether this overconfidence leads to deficits in decision making. In Study 1, narcissism predicted overconfidence. This was attributable to narcissists' greater confidence despite no greater accuracy. In Study 2, participants were offered fair bets on their answers. Narcissists lost significantly more points in this betting task than non-narcissists, due both to their greater overconfidence and greater willingness to bet. Finally, in Study 3, narcissists' predictions of future performance were based on performance expectations rather than actual performance. This research extends the literature on betting on knowledge to the important personality dimension of narcissism. Copyright © 2004 John Wiley & Sons, Ltd. [source] Grade expectations: the effects of expectations on fairness and satisfaction perceptionsJOURNAL OF BEHAVIORAL DECISION MAKING, Issue 5 2003Bennett Cherry Abstract Previous research has documented the impact of self--derived expectations as reference points in the evaluation of outcomes (e.g. Ordóñez, Connolly, & Coughlan, 2000; van den Bos et al., 1998). In the present paper we extend these studies by investigating the effects of individuals' performance expectations on their subsequent evaluations of personally--relevant outcomes. In three separate studies, both in the laboratory and in the field, students' actual grade outcomes fell short, met, or exceeded grade expectations. From this information, the students evaluated their fairness and satisfaction with the actual grade outcome. The studies provide complementary results that distinguish fairness and satisfaction as different constructs based on the impact of expectations on evaluations of actual outcomes. Results demonstrate that expectations are important to perceptions of fairness and are less important to perceptions of satisfaction. Fairness judgments appear to be governed by an expectation matching proposition; whereby if the expectation is met, the outcome is fair. Whereas, satisfaction judgments are determined by the value of the actual outcome to the individual. Participants also evaluate the fairness of outcomes differently using hypothetical scenarios than they do when they experience actual outcomes in natural contexts. Copyright © 2003 John Wiley & Sons, Ltd. [source] The Impostor Phenomenon: Self-Perceptions, Reflected Appraisals, and Interpersonal StrategiesJOURNAL OF PERSONALITY, Issue 4 2000Mark R. Leary Three studies tested theoretical assumptions regarding the impostor phenomenon. In Study 1, participants completed measures of impostorism, rated themselves, and indicated how they thought other people regarded them. Contrary to standard conceptualizations of impostorism, high impostors were characterized by a combination of low self-appraisals and low reflected appraisals. Study 2 was an experiment designed to determine whether the behaviors associated with the impostor phenomenon are interpersonal strategies. Participants were told that they were expected to perform either better or worse than they had previously predicted on an upcoming test, then expressed their reactions anonymously or publicly. High impostors expressed lower performance expectations than low impostors only when their responses were public. When expectations for performance were low, participants high in impostorism responded differently under public than private conditions. Study 3 examined the possibility that high scores on measures of impostorism may reflect two types of impostors,true impostors (who believe that others perceive them too positively) and strategic impostors (who only claim that they are not as good as other people think). The results did not support this distinction; however, evidence for the strategic nature of impostorism was again obtained. Although people may experience true feelings of impostorism, these studies suggest that the characteristics attributed to so-called impostors are partly interpersonal, self-presentational behaviors designed to minimize the implications of poor performance. [source] Teachers' expectations about students' use of reading strategies, knowledge and behaviour in Grades 3, 5 and 7JOURNAL OF RESEARCH IN READING, Issue 2 2001Fatemeh Arabsolghar Although extensive basic research has been carried out on children's metacognition, little is known about teachers' views of their students' cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (grade×ability×component) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high-ability students in all the three groups of items, followed by average and low-ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high-ability students in each of the three components, but for average and low-ability groups, expectations were higher for knowledge than strategy and behaviour. [source] Designing for performance, Part 1: Aligning your HPT decisions from top to bottomPERFORMANCE IMPROVEMENT, Issue 1 2007Ryan Watkins Wanting to improve individual and organizational performance is a worthwhile ambition. Yet your success in accomplishing this relies heavily on the suitable selection, design, and development of performance technologies. Only when capable performance technologies are systematically aligned with the desired results of your organization and its partners will you achieve sustainable performance improvements. In this article, the first of a three-part series, you will find a systematic process for initiating the design of a performance system that will accomplish useful results. From identifying the performance expectations of internal and external partners to justifying the performance objectives you establish as guides for future decision making, the systematic processes described in this article will provide you with the initial tools for successfully selecting an integrated set of performance technologies that have the capacity to accomplish valuable results. [source] GTIDHNIHS: I knew-it-all-alongAPPLIED COGNITIVE PSYCHOLOGY, Issue 5 2001Harry L. Hom JR Individuals who do insight problems are highly susceptible to hindsight bias. Two sets of studies assessed the impact of hindsight consequences on participants' judgements about anagram difficulty and specific factors for performance. In the first set, hindsight participants underestimated anagram difficulty relative to participants with task experience (worksight). Also, supportive evidence revealed that hindsight consequences were related to self-perceptions of confidence, ability, performance satisfaction, and subsequent performance expectations. In the second, two different hindsight techniques differentially impacted the participant's assessment of anagram difficulty. When comparing hindsight participants with and without worksight experience, the latter judged the anagrams to be easier. It is appropriate to examine further the cognitive and motivational consequences of hindsight bias in achievement situations. Copyright © 2001 John Wiley & Sons, Ltd. 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