ABSTRACT
Up to this point the discussion has dealt with the more traditional modes of validation, such as concurrent and predictive, criterion-related procedures and construct validity evidence. However, there has been another thrust which does not fit neatly within the traditional framework. This involves introducing an experimental intervention and then determining whether this intervention has the intended motivational effect. In the great majority of studies this intervention has been some variant of managerial role motivation training. This training was originally devised with the specific objective of raising motivation to manage levels in a research and development population, where professional activities often seemed to be preferred to managerial (Miner, 1960; 1965). The theoretical hypotheses are:
Approaches such as managerial role motivation training will serve to increase the level of the various motive patterns inherent in the hierarchic role motivation theory, thus contributing to greater managerial success.
Other training procedures not focused on influencing hierarchic motivation will not have this effect on motivation to manage.
Approaches such as managerial role motivation training will not have an effect on role motivation patterns other than the hierarchic, thus on the motives inherent in the professional, task, and group theories.
