Sponsor
Portland State University. Department of Psychology
First Advisor
Todd E. Bodner
Term of Graduation
Spring 2024
Date of Publication
6-10-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.) in Applied Psychology
Department
Psychology
Language
English
Subjects
Family support, Intervention, Leadership training, Measurement invariance, Response shift, Training evaluation
DOI
10.15760/etd.3781
Physical Description
1 online resource (vi, 152 pages)
Abstract
Field-based experimental training intervention research continues to grow in importance as a method of simultaneously testing and advancing the theoretical and empirical basis for designing and deploying interventions to improve people's lived experiences. Training interventions are often designed to create positive change in the workplace context, for example, by providing behavioral tools to supervisors to help them become more supportive of their employees. Such a training intervention was the focus of this intervention evaluation -- one focused on interpersonal dynamics between supervisors and employees. However, change is often complex and may manifest in ways not accounted for by conventional ways of evaluating interventions, particularly when self-reported measures are used. Supervisors who systematically change the way they think about their roles and behaviors in response to the effects of an intervention may subsequently respond to questions about their behaviors with different patterns -- independent of actual behavior change – which may require alternative evaluation routines to assess response shift using self-report information. Associated Systems Theory and Response Shift Theory serve to motivate hypotheses about how a training intervention focused on developing supportive supervisor behaviors among National Guard supervisors would elicit response shift forms change. These theories constitute a novel set of paradigms to design and evaluate training interventions focused on interpersonal cognitions and behaviors. Using measurement variance evaluation, response shift was observed among trained supervisors in this dissertation, supporting hypotheses about various forms of cognitive change among trained supervisors. These results are presented alongside a discussion of the value of expanding the interpersonal cognitive representations that intervention researchers use to design and evaluate interventions.
Rights
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Persistent Identifier
https://archives.pdx.edu/ds/psu/42280
Recommended Citation
Mahoney, Luke Daniel, "A Cognitive Approach to Supervisor Training Intervention Evaluation: Analyzing Change with Response Shift Theory and Models of Measurement Invariance" (2024). Dissertations and Theses. Paper 6649.
https://doi.org/10.15760/etd.3781