Impact Of Performance Feedback Research Articles

The Critical Robot: Impact of Performance Feedback on Intrinsic Motivation, Self-Esteem and Psychophysiology in Human–Robot Interaction

Social, anthropomorphic robots are increasingly used in professional work environments to collaborate with humans. However, little is known about how these robots affect human workers in performance-critical aspects, such as feedback. The present study investigates differences between the effects of a robot and a human feedback giver on self-esteem, intrinsic motivation, and psychophysiological reactions. Using a mixed model design for subjective data and a between-subject design for psychophysiological data, we tested 72 participants who performed a cognitive task on working memory, namely the 3-back task. The results indicate that people are more motivated to perform the task when receiving feedback from a robot, but their electrodermal activity and heart rate are higher after receiving positive feedback from a human. There is no difference in electrodermal activity following negative feedback from a human or a robot. Additional analyses show that individuals report feeling less comfortable and perceiving less social warmth when receiving feedback from a robot compared to a human. Furthermore, individuals exhibit higher skin conductance responses when perceiving greater social warmth in their interactions, regardless of whether their interaction partner is a human or a robot. The results suggest that social robots may serve as surrogates for social interaction. However, they seem to have less social presence, which leads to reduced psychophysiological reactions. This knowledge may be used to calibrate arousal in feedback situations.

The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands.

Behavior-specific praise (BSP) is one of the simplest classroom management strategies to implement and considered an evidence-based practice. Unfortunately, teachers underuse BSP and deliver more reprimands to students in their classrooms. Secondary students receive the highest rates of reprimands and exclusionary discipline (i.e., office discipline referral [ODR], suspension, expulsion) with students of color receiving disproportionate rates compared to their White peers. Performance feedback is a commonly used strategy to change teacher practices however, little is known about the impact of performance feedback on the equitable delivery of BSP and reprimands to students by race and sex. The purpose of this multiple baseline design study was to examine the effects of a visual performance feedback (VPF) intervention with secondary teachers on their equitable delivery of BSP and reprimands and the collateral impacts on student outcomes. In the first phase of intervention, teachers received VPF on their total BSP and reprimands. In the second phase, teachers received disaggregated VPF on their rates of BSP and reprimands delivered to students by race and sex. Results indicate a functional relation between VPF and total BSP and an overall reduction in total reprimands. Mixed results were found between VPF and the equitable delivery of BSP and reprimands rates delivered to students by race and sex. Student outcomes indicated an increase in average class-wide academic engagement and no impact on ODRs as no teacher delivered a single ODR. Key findings, limitations, and future research are discussed.

Teaching Appropriate Feedback Reception Skills Using Computer-based Instruction: A Systematic Replication

ABSTRACT Feedback is a common intervention used to address performance issues in clinical and organizational settings. Most research on feedback focuses on manipulating either the parameters of feedback delivery or the behavior of the feedback provider. Because feedback requires a provider and a recipient, it is likely that the behavior of the feedback recipient also influences the impact of performance feedback. The current study investigated the efficacy of training individuals to receive feedback in an appropriate manner using computer-based instruction (CBI). All three participants demonstrated increases in accuracy of appropriate feedback behaviors following CBI. Two participants also demonstrated slight increases in performance on tasks related to workplace performance. This study extends the application of CBI to a new and complex skill repertoire and examines its possible impact on work performance. We discuss how CBI may increase training efficiency in settings with large numbers of staff who need to be trained in certain skills as compared to traditional in-person training formats.

Grade expectations: the motivational consequences of performance feedback on a summative assessment

The current study investigated the impact of performance feedback on female students’ motivation following a summative classroom assessment in STEM. Seventh through ninth grade students (N = 161) were randomly assigned by their math or science class to one of the following conditions: grades, written comments, grades and comments, and no feedback. Results revealed complex interactions between feedback stage (anticipation vs. receipt) and form. Students in the grades-and-comments condition experienced the most optimal effects (i.e., increased mastery goal orientation and intrinsic motivation) despite a decline in self-efficacy. Students in the comments condition experienced a similar increase in intrinsic motivation. Finally, students in the no feedback condition reported a heightened performance-approach goal orientation when they received assessments with no feedback. Theoretical, methodological, and practical implications are discussed.

Multi‐informant assessment of treatment integrity in the classroom

AbstractAssessing the degree to which interventions are implemented in school settings is critical to making decisions about student outcomes. School psychologists may not be available to regularly conduct observations of intervention implementation, however, their data may be used alongside other methods for multi‐informant assessment. Teacher self‐report is a commonly used and feasible assessment method. Students have been trained to implement interventions with their peers in instances where traditional adult interventionists were unavailable. This exploratory study investigated the accuracy with which classroom teachers and middle and high school students assessed implementation of the Good Behavior Game and the impact of performance feedback on their accuracy. Results indicated that most students and teachers were able to provide accurate assessments of treatment integrity compared to researcher direct observation; however, some required performance feedback to do so. These findings suggest that multi‐informant assessment may be a feasible and accurate way for school psychologists to collect formative treatment‐integrity data in the classroom. Limitations and future directions are discussed.

The Impact of Performance Feedback on Exploration and Speed in New Product Introductions

The Impact of Performance Feedback on Exploration and Speed in New Product Introductions

Bounded rationality, blame avoidance, and political accountability: how performance information influences management quality

ABSTRACT We examine performance impact on management by investigating whether information on past organizational performance (‘performance feedback’) influences future managerial quality. We employ a regression discontinuity design to analyse the performance and managerial quality of Korean metropolitan governments’ utility services. We find that (1) providing performance feedback improves managerial quality, but this impact is observed only among low-performing organizations, and (2) the impact of performance feedback is greater if organizations operate in electorally competitive jurisdictions. To explain these findings, we propose a bounded rationality model of organizational decision-making.

The Role of Top Management Teams in Firm Responses to Performance Cues

Past research in the Behavioral Theory of the Firm has extensively examined the impact of performance feedback on organizational search and risk taking. Yet, those studies have overlooked a key pos...

Impact of Performance Feedback in Family-Centered and Culturally Responsive Interview Instruction.

Conducting culturally responsive and family-centered diagnostic interviews is an important part of speech and language services. However, there is limited information on the effective ways to teach speech-language pathology graduate students to acquire these skills. The purpose of this study was to examine the effect of performance feedback on graduate students' use of ethnographic principles, open-ended questions, and restating and summarizing comments in caregiver interviews. A randomized controlled crossover design (n = 26) was used to examine the differential effects of students receiving performance feedback or general feedback on role-play interviews. Ethnographic principles, open-ended questions, and restating and summarizing comments were measured at 3 time points: after class instruction (Groups 1 and 2), after the first feedback type allocation (Group 1: performance feedback; Group 2: general feedback), and after the second feedback type allocation (Group 1: general feedback; Group 2: performance feedback). Statistically significant increases, with large effect sizes, were found in students' use of ethnographic principles, open-ended questions, and restating and summarizing comments following the performance feedback conditions. These findings suggest that performance feedback is an effective and efficient instructional procedure to increase culturally responsive and family-centered interview skills through an ethnographic interview approach in preservice speech-language pathology students.

Assessment of Adherence to Baseline Quality Measures for Cirrhosis and the Impact of Performance Feedback in a Regional VA Medical Center.

Baseline adherence to cirrhotic quality improvement measures was assessed and a system to improve adherence with provider performance feedback was developed, with impact of feedback measured over time. A 6-year retrospective database was created of cirrhotic patients seen between 2006 and 2012, and reviewed for hepatitis A and B serologies, hepatocellular carcinoma (HCC) screening, variceal screening, and vaccinations. Cumulative performance feedback was distributed to providers. In all, 265 charts were reviewed retrospectively. Charts were reviewed prospectively at 30 days, 60 days, 6 months, and 12 months. Variceal screening, alpha-fetoprotein, HCC imaging, Pneumovax, lifetime influenza vaccination, hepatitis B vaccination, and hepatitis A serology compliance improved from baseline until 6 months. Hepatitis A vaccination declined at 60 days, but improved from baseline at 6 months. Hepatitis B serology improved from baseline over 12 months. Results were compared graphically. Periodic "cumulative provider performance feedback" is a simple and effective method to improve and maintain adherence to quality measures for cirrhosis.

The Impact of Performance Feedback and Slack on Target Selection

This study examines how performance feedback and organizational slack of the acquiring firm affect technological overlap between the target and acquiring firms based on the behavior theory of the firm. Specifically, we theorize that technological overlap between the acquiring and target firms decreases with the distance of acquiring firms past performance below aspirations, whereas the technological overlap increases with the distance of acquiring firms past performance above aspirations. Also, we hypothesize that technological overlap between the target and acquiring firms increases with acquiring firms financial slack resources. Lastly, we examine the interaction effect of performance feedback and financial slack. We suggest that the interaction effect of performance below aspirations and abundant financial slack and that of performance above aspirations and low financial slack is stronger compared to the circumstance when these two factors force the acquirer to choose targets with contradicting charact...

Adoption of electronic medical record-based decision support for otitis media in children.

Substantial investment in electronic health records (EHRs) has provided an unprecedented opportunity to use clinical decision support (CDS) to increase guideline adherence. To inform efforts to maximize adoption, we characterized the adoption of an otitis media (OM) CDS system, the impact of performance feedback on adoption, and the effects of adoption on guideline adherence. A total of 41,391 OM visits with 108 clinicians at 16 pediatric practices between February 2009 and August 2010. Prospective cohort study of EHR-based CDS adoption during OM visits, comparing clinicians receiving performance feedback to none. CDS was available to all physicians; use was voluntary. Extraction from a common EHR. Clinicians and practices used the CDS system for a mean of 21 percent (range: 0-85 percent) and 17 percent (0-51 percent) of eligible OM visits, respectively. Clinicians who received performance feedback reports summarizing CDS use and guideline adherence had a relative increase in CDS use of 9.0 percentage points compared to others (p = .001). CDS adoption was associated with increased OM guideline adherence. Effects were greatest among clinicians with the lowest adherence prior to the study. Performance feedback increased CDS adoption, but additional strategies are needed to integrate CDS into primary care workflows.

Can virtual reality reduce reality distortion? Impact of performance feedback on symptom change in schizophrenia patients

Background and objectivesThere is emerging evidence that the induction of doubt can reduce positive symptoms in patients with schizophrenia. Based on prior investigations indicating that brief psychological interventions may attenuate core aspects of delusions, we set up a proof of concept study using a virtual reality experiment. We explored whether feedback for false judgments positively influences delusion severity. MethodsA total of 33 patients with schizophrenia participated in the experiment. Following a short practice trial, patients were instructed to navigate through a virtual street on two occasions (noise versus no noise), where they met six different pedestrians in each condition. Subsequently, patients were asked to recollect the pedestrians and their corresponding facial affect in a recognition task graded for confidence. Before and after the experiment, the Paranoia Checklist (frequency subscale) was administered. ResultsThe Paranoia Checklist score declined significantly from pre to post at a medium effect size. We split the sample into those with some improvement versus those that either showed no improvement, or worsened. Improvement was associated with lower confidence ratings (both during the experiment, particularly for incorrect responses, and according to retrospect assessment). LimitationsNo control condition, unclear if improvement is sustained. DiscussionThe study tentatively suggests that a brief virtual reality experiment involving error feedback may ameliorate delusional ideas. Randomized controlled trials and dismantling studies are now needed to substantiate the findings and to pinpoint the underlying therapeutic mechanisms, for example error feedback or fostering attenuation of confidence judgments in the face of incomplete evidence.

The Impact of Performance Feedback on Counseling Self‐Efficacy and Counselor Anxiety

Based on the Social Cognitive Model of Counselor Training (L. M. Larson, 1998), this study explored the effects of bogus performance feedback on counseling self‐efficacy and counselor anxiety. After a 10‐minute mock counseling session, 45 master's‐level trainees received either positive or negative bogus feedback regarding their performance. Results showed that (a) participants altered their counseling self‐efficacy depending on the performance feedback they received, and (b) participants reported changes in anxiety following performance feedback.

Performance feedback and self-focused attention in the classroom: When past and present interact

An experiment tested the impact of performance feedback on self-focused attention in high and low achievers. On the basis of previous research, which suggested that inconsistent feedback (i.e., feedback which contradicts one's performance history) receives considerable attention, it was predicted that such feedback would increase self-focus regardless of its valence (i.e., positive or negative). As predicted, high achievers were more self-focused when receiving failure feedback than when receiving success feedback or no feedback. The low achievers were more self-focused when receiving success feedback than when receiving failure feedback or no feedback. These findings are discussed in relation to Kluger and DeNisi's (1996) Feedback intervention theory and the literature on self-focused attention.