Please! No plagiarized work. Sample Literature Resources Attached. Please follow Format.  

Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic. These gaps and tensions become the source of the dissertation research. In this assignment, you will read and annotate potential sources in your dissertation field of interest. Those demonstrating the most merit to the best of your understanding of the topic at this time should be added to your RefWorks list for potential inclusion in the literature review section of your dissertation.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· It is strongly recommended that you engage in this activity throughout the duration of your program. You will be adding to this document to begin building a runnnig literature review. You will have five sources in your list by the end of this assignment.

· The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences.
 

Dissertation topics must, at a minimum, be aligned to General Psychology in the Ph.D. program, Leadership in the Ed.D. Organizational Leadership program, Adult Instruction in the Ed.D. Teaching and Learning program, Management in the DBA program, and Counseling Practice, Counselor Education, Clinical Supervision or Advocacy/Leadership within the Counseling field in the Counselor Education Ph.D. program.
 

If there are questions regarding appropriate alignment of a dissertation topic to the program, the respective program chair will be the final authority for approval decisions.
 

Specifically, although the College prefers a learner’s topic align with the program emphasis, this alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled. The Ph.D. program in General Psychology does not support clinically based research.

· Instructors will be scoring your submission based on the number of unique sources identified in the list submitted.

· Download the resource Literature Review Resources Tool and use it to complete the assignment.

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

· Refer to the resource, “Preparing Annotated Bibliographies,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

· You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Read at least five empirical articles in your general dissertation field.

In the “Literature Review Resources” document, provide the following for each source:

1. The APA formatted citation.

2. A brief annotation of the key points of the source.

3. An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks list.

LITERATURE REVIEW RESOURCES 1

LITERATURE REVIEW RESOURCES 10

Literature Review Resources

Student A. Sample

Grand Canyon University: RES-811

PSY-830 Literature Review Resources

Number

Article Information

Added to RefWorks? (Y or N)

1.

Reference Information
Industrial/Organizational Psychology: Understanding the Workplace

Y

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=edswss&AN=000347729700002&site=eds-live&scope=site

Annotation
Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P. (2015). A Meta-Analysis of the Relationship Between Individual Assessments and Job Performance. Journal of Applied Psychology, 100(1), 5-20. doi: 10.1037/a0036938.
In this examined scholarly journal research article, the authors Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P.; analyzes the related validity criterion used in individual assessment. They defined individual assessments as a process used in selecting employees, and involving the utilization of different assessment methods, administered on each candidate interviewed, and using such assessment to evaluate, judge, and determine a candidate’s overall suitability for a position. The authors determined that the recommendations of the assessor are reliable enough to predict work performances; however, they mutually agree that the results must be characterized, explained and interpreted in a cautious manner, due to the fact that a relative small number of studies have been conducted and to take into consideration the possibilities of publication biases.

2.

Reference Information
In Support of Personality Assessment in Organizational Settings

Y

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2007-18089-008&site=eds-live&scope=site

Annotation
Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A. (2007). In support of personality assessment in organizational settings. Personnel Psychology, 60(4), 995-1027. 10.1111/j.1744-6570.2007.00099.x
The authors, Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A. in this scholarly journal research article examined the idea of using personality tests for employees’ selection purposes. They used various meta-analyses including those used by Morgeson et al. (2007), such as the optimum and unit-weighted different correlations among the Big Five personality dimensions and behaviors in organizations, including job performance; (b) generalized variable relationships of Conscientiousness and its surfaces such as dependability and cautiousness achievement orientation; (c) the validity of compound personality measures; and (d) the validity of incremental personality measures versus cognitive ability. The authors concluded that it is counterproductive to write off all the areas of expertise of individual differences as it relates to personality with reference to staff selection and organizational decision making for the science and practice of I-O psychology.

3.

Reference Information
Standards for Organizational Consultation Assessment and Evaluation Instruments

Y

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=hch&AN=9308177189&site=eds-live&scope=site

Annotation
Cooper, S. E., & O’Connor Jr., R. (1993). Standards for organizational consultation assessment and evaluation instruments. Journal of Counseling & Development, 71(6), 651-660.
The authors addressed the major quantitative and qualitative psychometric guidelines for managerial/directional and organizational deliberation and consultation assessment as well as evaluation instruments. They also reviewed a framework of several current sampling questions as well as possible implications of the instrument used by practitioners and suggested that further research and assessments that focuses on compliance, performance, design, adequacy, efficiency, management, intervention, and impact should be conducted.

4.

Reference Information
Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts?

N

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

Annotation
Gray, E., & Nathan, G. (2015). Do you understand why stars twinkle? would you rather read than watch TV? do you trust data more than your instincts? (cover story). Time, 185(23), 40-46.
In this article, Gray, E., & Nathan, G. (2015), discusses personality tests and various similar questions relating to job applicants’ requirements of answers so as to get selected in the 2015 era of increased hiring. They also analyzed employment qualifications and interview criteria, in addition to efforts of combating the staff turnover rates and efforts at increasing labor productivity in the US. The authors made references to Hogan Personality Inventory test and the Prophecy Behavioral Personality Assessment in addition to executive Andy Biga and the monitoring of workers’ temperaments.

5.

Reference Information
Employability and Career Success: Bridging the Gap Between Theory and Reality.

Y

Link

http://www.drtomascp.com/uploads/PIOP_final_employability

Annotation

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001.
These authors of this article review the prevalence in the commonly accepted research mental outlook towards employability, and the study towards career achievement, wherein the believes of psychologist is driven by cognitive potentials, personality, and educational success. In addition, the article examines the needs of employees’ in their workplaces, which features the major gains in social skills that supports the drives in determining the level of employability. They also analyzed the rationale behind unemployment and came to the conclusion that financial instability and other associated mental characteristics in conjunction with employability are essential parts of the difficulty that leads joblessness. The authors establish that industrial-organizational psychologist must be independently paired so as to contribute to preparation of explanations that supports employability.

6.

Reference Information
The Importance of Ability and Effort in Recruiters’ Hirability Decisions: An Empirical Examination of Attribution Theory

N

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=83512570&site=eds-live&scope=site

Annotation

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47(4), 232-237. 10.1111/j.1742-9544.2011. 00038.x
These authors analyzed Weiner’s attribution theory in determining the attributions that recruiters utilize during interviews and selection processes as well as final hiring decisions. They used a quasi-experimental design to determine at which level of ability (either high or low) as well as effort (high or low) was manipulated. They analyzed the extent at which there were manipulations using three outcomes that includes: (1) beliefs and predictions of employees’ future job performances, (2) anticipated level of employees’ responsibility for lack of success and deficiencies, and (3) hiring recommendations. Their findings compatible to that of the attribution theory wherein recruiters discovered the dissimilarities in the element and explanations of prior work outcomes provided by job applicants that later affected their expectations of future performances on the job, responsibility in lack of success, and recommendations to hire.

7.

Reference Information
The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature.

Y

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

Annotation

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052
This article investigated the common argument regarding employment structure that has grown for over two decades. It analyzed a complied and well-structured devised plan of empirical research. The authors Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014) focus their attention and argument on a few major subjects that have been the f focal point on (a) the characterization of structure; (b) decreasing team disparities in dialogue ratings via structure; (c) impact organization in thoughtful reflection dialogues; (d) measurable personality through designed interviews; (e) contradicting situational analysis as opposing to past-behavior questions; (f) developing rating scales; (g) follow-up, and explanation on question; and (h) responses to structure. Each of this topic was used to evaluate and augment methods of meta-analysis, content analysis, and primary studies. In particular, the authors concluded that interviewees used multiple unwritten approaches such as assertive tactics to vigorously communicate positive images.

8.

Reference Information
Increasing Performance Appraisal Effectiveness: Matching Task Types, Appraisal Process, and Rater Training

Y

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

Annotation

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331.
This research study proposes a performance appraisal technique that focuses on fitting ratee task characteristics. The author’s approach comprises of systems that are designed with dealing with tasks that consists of both suitability of predictable and genuine performance measures and knowledge of the change management process, either high or low, but designed to boost and develop the connection between accuracy in observations and accuracy in performance ratings as well as improving ratees’ future performances. The author also examine types of task and performance appraisal techniques, including strategies used in training raters to expand observational accuracy.

9.

Reference Information
Overlooking Overkill? Beyond the 1-to-5 Rating Scale

Y

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18585626&site=ehost-live&scope=site

Annotation

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11.
The authors of this scholarly article discuss the techniques used for measuring performance in organizations. Their selected choice is the behavioral rating scale, and the commonly used one is the frequency type of response scale. This format requires that raters demonstrate how frequent a manager or leader exhibits specific type of behavior. Another type of response scale that is used is the evaluation type, wherein the rater is asked to determine the effectiveness of the manager’s performance including his or her behavior, role, or function as described in the survey item. The authors concluded that the major difference between frequency and evaluation response scales is that frequency engages raters to describe performance while evaluation response requires that raters determine the quality of performance.

10.

Reference Information
The Relative Importance of Task and Contextual Performance Dimensions to Supervisor Judgments of Overall Performance

N

Link

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12128489&site=ehost-live&scope=site

Annotation
Johnson, J. W. (2001). The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996.
In this article, the author argues that while evidence backs and upholds the exclusive inputs of task and contextual performances to overall evaluations, there is however, limited information available on the contributions that unique dimensions of contextual performance make to the general performance judgments. The article also analyzed and evaluated the scope and length that supervisors will go to determine task and contextual performances through the use of relative weights to statistically interpret the comparative significance of distinct dimensions of all the types of performance to the general performance ratings.

References

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47(4), 232-237. 10.1111/j.1742-9544.2011. 00038.x Retrieved from

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=83512570&site=eds-live&scope=site

Cooper, S. E., & O’Connor Jr., R. (1993). Standards for organizational consultation assessment and evaluation instruments. Journal of Counseling & Development, 71(6), 651-660. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=hch&AN=9308177189&site=eds-live&scope=site

Gray, E., & Nathan, G. (2015). Do you understand why stars twinkle? would you rather read than watch TV? do you trust data more than your instincts? (cover story). Time, 185(23), 40-46. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001. Retrieved from
http://www.drtomascp.com/uploads/PIOP_final_employability

Johnson, J. W. (2001). The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12128489&site=ehost-live&scope=site

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=18585626&site=ehost-live&scope=site

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

Morris, S. B., Daisley, R. L., Wheeler, M., & Boyer, P. (2015). A Meta-Analysis of the Relationship Between Individual Assessments and Job Performance. Journal of Applied Psychology, 100(1), 5-20. doi: 10.1037/a0036938. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=edswss&AN=000347729700002&site=eds-live&scope=site

Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A. (2007). In support of personality assessment in organizational settings. Personnel Psychology, 60(4), 995-1027. 10.1111/j.1744-6570.2007.00099.x Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2007-18089-008&site=eds-live&scope=site