Effect of Training in Verbal Self-Guidance on Performance Effectiveness in a MBA Program, The

Canadian Journal of Behavioural Science, Jan 2006 by Brown, Travor C, Latham, Gary P

Abstract

The present field experiment examined the effects of training in verbal self-guidance (VSG) and a motivational intervention, goal setting, on the performance effectiveness of students in a MBA program. Performance effectiveness was assessed in terms of outcome (i.e., GPA) and behavioural (i.e., interpersonal skills) measures as well as a composite criterion (performance effectiveness). MBA students (n = 126) were randomly assigned to a 2 (VSG training/control) × 2 (goal setting/do your best) factorial design. The results revealed a main effect for VSG on performance effectiveness. There was an interaction effect such that participants who were trained in VSG and set goals had the highest level of performance effectiveness. A subsequent analysis revealed that the main effect for VSG on performance was spurious due to an ordinal interaction effect. Hence, VSG may be most effective when combined with goal setting.

Résumé

L'article rapporte les résultats d'une expérience de terrain qui a examiné les effets de différents facteurs comme la formation à Ã auto-régulation verbale (ARV), une intervention motivationnelle et la formulation d'objectifs sur la performance effective d'étudiants engagés dans un programme MBA. La performance a été évaluée à partir des critères suivants : la moyenne des résultats académiques, les habiletés interpersonnelles et une mesure composite appelée efficacité du rendement. Les participants (n = 126) ont été répartis au hasard selon un plan factoriel 2 par 2 (formation ARV contrôle) X (formulation d'objectifs /« faites de votre mieux »). L'analyse des résultats a révélé un effet principal de l'ARV sur la performance effective. Une analyse subséquente a toutefois démontré que l'évaluation de l'effet principal de l'ARV sur la performance était contestable, compte tenu d'un effet ordinal d'interaction. Il apparaît que l'ARV se révèle plus efficace lorsque cette intervention est combinée à la formulation d'objectifs.

Verbal self-guidance (VSG) involves people verbalizing their thought processes as they consider a problem, discover information relevant to this problem, generate potential solutions, consider the advantages and disadvantages of each alternative solution, and implement what is considered to be the best solution (Brown, 2003). Thus, VSG refers to self-talk, but one's self-discourse can vary widely, depending on what aspect of one's functioning one seeks to influence.

Meichenbaum (1971, 1975, 1977), a clinical psychologist, developed a VSG training method, which he labeled functional self-talk. This training teaches people to systematically talk themselves through ways to overcome obstacles to performing effectively. In essence, this technique involves training people to change their negative, dysfunctional self-statements (e.g., I can't solve this problem) to positive, functional self-statements (e.g., I can break this problem into parts and solve one part at a time). The training program consists of a three-step process whereby a participant: 1) observes a clinician model effective selfstatements that guide the person to the actions needed to take to master a task, 2) performs a task while verbally instructing oneself, and 3) performs a task while verbally instructing oneself covertly.

Research Concerning VSG

Much of the research concerning VSG is limited to studies of children in clinical, counseling or educational settings. In these settings, VSG has been shown to have a positive effect on task mastery (i.e., ability). For example, training in VSG reduces errors made by impulsive children (Meichenbaum & Goodman, 1971), increases reading and listening comprehension skills of children (Schunk & Rice, 1984, 1985), and improves the creativity of students (Meichenbaum, 1975).

The purpose of the present study was to examine the external validity of VSG training for adults performing organizationally relevant tasks, namely, people in a MBA program. A potential boundary condition for VSG may be the age of the participants. Previous studies showing the effectiveness of VSG have primarily involved children. Children may be more amenable to learning to focus on and change their self-talk than are adults. As William James noted more than a century ago, habits are formed early in life. By adulthood, they are "set like plaster" (James, 1892, p. 375).

A second boundary variable for the effectiveness of VSG may be the setting. Adults in an MBA program may be less willing to acquire the skills necessary for changing their dysfunctional self-talk than are clients in clinical/counseling settings. As Halpern (2004) noted, an adult's motivation to learn a new skill depends in part on the characteristics of the environment. A clinical/counseling setting may be more amenable for teaching VSG skills than an organizational setting as the former allows the person to conceal difficulties mastering a new task, and will not threaten a person's status among group members. A pilot test of VSG training in a previous year's MBA class revealed that many people derisively labeled the process as "psycho-babble." Nevertheless, the potential theoretical significance of VSG is that it may be a self-regulation process that explains in part a person's performance effectiveness in an organizational setting. As Vygotsky (1962) noted, inner speech is the primary vehicle for thought and self-direction. The practical significance of a positive finding is that VSG is an inexpensive training technique. As such, VSG may prove to be a relatively straightforward, self-administered intervention.