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cooperate. While some may enthusiastically support the consultant s efforts, others may be resentful and even attempt to sabotage the work. Consultees may have hidden agendas as well. For example, a school principal may seek consultation from a psychologist about how to handle a very difficult student who does poorly in class and is a discipline problem. The consultant may suggest removing the student from the school. The principal may have wanted to remove the student all along, but sought validation from a professional consultant in order to convince the student s parents and teachers that the decision was justified. Consultants, being human, may also have their hidden agendas. Some may be more interested in promoting their services, seminars, books, training programs, and careers than in helping consultees with a particular problem. Additionally, the consultee s expectations may be unreasonably high. By the time many consultees decide to hire a professional consultant, they may want the person to step into the organization and instantly fix the problems(s) (Conyne & O Neil, 1992). Developing expectations that are reasonable, realistic, and appropriate as well as intervention plans that are feasible represent challenging but essential tasks in all consultation relationships. Finally, consultants themselves may contribute to problems. They may lack adequate knowledge, skill, experience, self-confidence, or professional objectivity and integrity to be effective (Dougherty, 1995). Clinical psychology consultants are asked to deal with an endless variety of problems, populations, cultures, and questions. As more and more research and practical experience help to develop our understanding of human nature, consultants on human behavior come to be more in demand. A better understanding of behavior and ways to manage or change behavior in various settings is useful in almost

Responsibility for related transactions should be separated so the work of one person is verified by the work of another. This is not to suggest duplication of work that would be costly but to have two tasks that must be carried out for control reasons done by two separate employees. This procedure keeps one person from having too much control over assets and may prevent their theft. For example, many restaurants record items sold and their prices on handwritten sales checks. These checks, when the customers pay, are then inserted in a cash register that prints the total amount paid on the sales check, and on a continuous audit tape. At the end of the shift or the day the machine is cleared, the total sales are printed on the audit tape, which is then removed by the accounting department. The total cash turned in should agree with the total sales on the audit tape. But even if there is agreement, there is no guarantee that the audit tape figure is correct. Over-rings or under-rings could occur, or a sales check might have been rung up more than once or not rung up at all, or might have been rung up without being inserted in the register. If the same transaction was rung up twice, the cash would be short and the over-ring would identify

has taken an introductory accounting course or who has not received accounting training for some time.

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Smith, Curtis, & Hunt, 1978), and finally to 11 items (R. E. Smith, Smoll, & Curtis, 1979). The items were scored on a 7-point Likert-type scale. Although there has been a report of the emergence of two factors from these items labeled attraction toward the coach and attraction toward and cooperation with teammates (Smoll et al., 1978), they have not been emphasized in subsequent research. Although the 12-category CBAS is much more comprehensive than other leadership scales in sport (e.g., Chelladurai & Saleh s, 1980, Leadership Scale in Sport; to be discussed later), R. E. Smith and Smoll (1990, p. 991) have cautioned that the CBAS does not tap into important aspects of coaching behaviors, such as verbal and nonverbal responses, magnitude of reinforcement, quality and duration of instruction, and so forth. In their review of the work of R. E. Smith, Smoll, and associates, Chelladurai and Riemer (1998) concluded that their comprehensive 12dimensional scheme captures most of the meaningful coaching behaviors and commended them for developing measures to assess the variables of the study. It is noteworthy that R. E. Smith, Smoll, and associates have measured leadership from three different sources: the observers, the players, and the coaches themselves. Such an approach also

Another psychological advantage of graphics is that it allows for a parsimonious representation of the data The facts that are easily derivable from the image include all the individual values, the relative position of each data point to every other, shape-based characterizations of the bivariate distribution, and the relationship between the data and the proposed regression line After some practice, the trained eye can easily discern and describe the marginal distributions as well as the distribution of residuals The construction of a text-based representation of all of this information would require an extensive set of text-based descriptors In short, visual images of the type shown here exploit the visual-spatial memory system to support ef cient pattern recognition (Garner, 1974), problem solving (Larkin & Simon, 1987), and the construction of appropriate mental models (Bauer & Johnson-Laird, 1993).