Performance Feedback Research Articles

The 6 Biggest Mistakes Leaders Make When Motivating Employees

Abstract: This article examines key factors that demotivate employees based on research in organizational psychology and leadership theory. It identifies a lack of feedback and praise, unclear or misaligned goals, limited autonomy and decision-making power, insufficient opportunities for skills development and growth, unrealistic workload expectations, and poor communication as universal demotivators across organizational contexts. Specific examples from the automotive industry illustrate how these issues negatively impact motivation. The article maintains that while individualized approaches are needed, certain demotivating behaviors should be avoided, such as not providing regular performance feedback or recognition. It advocates for goal setting, autonomy-enhancing problem solving, targeted skills training programs, reasonable workload calibration, and transparent communication as evidence-based ways to meaningfully boost employee engagement. The conclusion reiterates that leadership equipped with motivation science can focus on empowering rather than discouraging employees through these best practices.

Auditor Perceptions, Reactions, and Responses to PCAOB Inspection Feedback

ABSTRACT Guided by the performance feedback literature, we study PCAOB inspections as a nonstandard feedback event. We use an experiential questionnaire to collect and analyze perceptions, reactions, and responses to inspection feedback from 120 partners and managers subject to a recent PCAOB inspection. Despite varying perceptions, we find on average auditors perceive strong firm support but also that firms acquiesce to inspectors. Generally, the feedback source, inspectors, are perceived as professional, organized, and knowledgeable and auditors agree with the feedback message, perceiving it as consistent and well reasoned. We observe a range of auditor reactions (satisfaction with and motivated to use inspection feedback), responses at the engagement level (improvements to audit quality and inspection risk or impression management), and individual responses. Multivariate analyses show more positive feedback perceptions improve reactions, which enhance desirability of responses and are robust to considering the inspection outcome, offering insights for refining inspection interactions and processes.

Instructional Leadership and Implementation of Inclusive Education Practices of School Heads

This study determined the relationship between instructional leadership practices and implementation of inclusive education practices of public elementary and secondary school heads in the Division of Camarines Norte. The study employed descriptive-correlational research design with survey questionnaire checklist as the data-gathering instrument. Total enumeration was employed in this study which involved one hundred two (102) teachers, twenty-one (21) public elementary school heads, and fifteen (15) secondary school heads in the locale of the study. Based on the findings, it is concluded that the public elementary and secondary school heads very satisfactorily implemented their instructional leadership practices along school-based review, contextualization and implementation of learning standards, teaching standards and pedagogies, teacher performance feedback, learner achievement and other performance indicators, learning assessment, learning environment and career awareness and opportunities except learners’ discipline wherein they were rated outstanding. Moreover, they almost fully implemented the inclusive education practices along identification, assessment, and placement, developing individual education plan, providing assistance and reporting. There is a weak positive correlation between learning environment and identification, assessment and placement practices, while assistance has a significant correlation along learning environment, and reporting is significantly correlated along teacher’s performance and feedback and career awareness and opportunities. The identified issues and concerns affected how they cater to learners with special needs. A guidebook is therefore proposed to address the instructional leadership practices and inclusive education practices of the school heads in public elementary and secondary schools in the Division of Camarines Norte.

Kerangka Kerja Inovasi Digital untuk Organisasi Skala Kecil: Integrasi Teori dan Praktik

This research proposes a framework designed to support digital innovation in small-scale organizations often constrained by limited resources and knowledge. This framework is built based on theoretical knowledge, which comes from literature reviews, and practical knowledge, which comes from focus group discussions involving several experts. The framework includes nine key processes: Leadership Commitment and Support; Culture of Innovation and Risk Tolerance; Cross-Functional Collaboration and Diversity; Agile and Flexible Process; Integration and Utilization of Digital Technology; Knowledge Sharing and Continuous Learning; Allocation of Resources for Innovation; External Engagement and Open Innovation; Performance Evaluation and Feedback. These processes were developed to be interrelated and form a comprehensive approach to fostering an innovative environment. In addition, this framework also integrates the ADKAR, a change management model, to facilitate the practical application of this framework in organizations. The existence of limited resources and knowledge in small-scale organizations demands particular strategies in adopting the framework, including more strategic resource allocation, intensive training for skill development, and collaboration with external institutions to support technology and innovation needs.

Innovative Integration of Computer Network Technology in Modern Educational Systems

A novel educational system has been developed using the Radial Basis Function (RBF) algorithm to address the limitations of traditional classroom environments, which often rely on standardized material and fixed teaching methods. This research assesses recent advancements in interactive intelligent education systems by combining Artificial Intelligence (AI) with interactive teaching methods. A model based on cognitive functions is constructed using the RBF algorithm to personalize instructional approaches and foster a self-directed learning platform. The research methodology involves a comprehensive literature review, developing an Education Intelligent System (EIS) using AI-driven cognitive modelling, and the implementation of the RBF algorithm within a neural network architecture. The system's effectiveness is evaluated through empirical methods, including extensive data analysis and continuous refinement based on student performance feedback. Additionally, a network topology model is designed to enhance the system's adaptability for different roles within the educational framework. The results show significant improvements in instructional effectiveness, learner engagement, and personalized learning experiences. This research demonstrates that AI and interactive technologies can revolutionize conventional educational methods, enhance learner proficiency, and cultivate a more dynamic and engaging learning environment. Future work aims to improve the system's user interface and analyze larger datasets to refine the AI algorithms further.

Performance feedback in healthcare organizations: The role of accountability measures and competition

This study examines the impact of accountability arrangements in the form of performance feedback on organizational behaviors among healthcare organizations. Specifically, it evaluates the effectiveness of a performance management program implemented in South Korean healthcare settings, focusing on antibiotic prescription patterns. The study presents three key findings. First, significant performance improvement occurred mainly among low performing organizations. Second, public healthcare organizations exhibited greater performance enhancements compared to their private counterparts. Third, organizational responses to performance feedback were more pronounced when robust competition prevailed among the assessed healthcare institutions. This synergy between performance management and competitive environments was primarily evident in private organizations.

Career management practices and job performance among university library personnel in southwest Nigeria

This study investigated the level of career management practices and job performance among library personnel in university libraries in south-west Nigeria. The study adopted a correlational survey research design. Data was collected from 433 respondents using a questionnaire. The results showed a moderate level of career management practices, with personnel moderately agreeing that human resource development programs contribute to achieving library objectives and impact productivity and performance. The level of job performance was rated as high, with very high scores for administrative duties and working with co-workers. Career management practices like receiving performance feedback, allowing staff decision-making, and using weaknesses for training were moderately implemented. Common career management strategies employed included library linkages, staff engagement, and deployments/retraining, while workforce planning and promotion exercises were least used. A positive correlation was found between career management practices and job performance (r = 0.086, p < .05). The study concludes there is a correlation between career management practices and job performance of library personnel in these university libraries. The study recommends that university libraries strengthen their human resource development programs, ensuring HRD is given adequate attention and resources, including regular training and development opportunities and comprehensive HRD policies and strategies.

How does performance feedback shape public managers’ inclination to involve frontline professionals? Evidence from a conjoint experiment

Research suggests that public managers sometimes struggle to make sense of and use performance feedback in decision making and that, importantly, involving frontline professionals could help with such evidence-based decision making. Therefore, this study investigates how different elements of performance feedback shape public managers’ inclination to involve frontline professionals by employing a conjoint experiment with 1,252 observations from 223 publicly employed clinical directors. The findings reveal the following. First, clinical directors are more inclined to involve frontline professionals when the feedback indicates a failure to reach organizational goals compared with reaching or exceeding organizational goals. Second, clinical directors are more inclined to involve frontline professionals when the feedback is tied to social, rather than historical, aspirations. Third, clinical directors are more inclined to involve frontline professionals in understanding the performance feedback, when the feedback relates to an output or outcome goal rather than an input goal. Implications for public management theory and practice are discussed.

Extending behavioral theory of the firm to new ventures: Dispositional optimism as a moderating influence on new product introductions in high-tech ventures

Extant literature has typically drawn from the behavioral theory of the firm (BTOF) to examine new product introductions in the context of well-established companies. This paper extends the behavioral theory of the firm to entrepreneurial firms and argues that jointly considering founders' dispositional optimism together with the performance feedback promises to yield a better understanding of new product introductions in new ventures. We analyze a longitudinal dataset on the activities of 344 newly founded high technology ventures in the United States. The key insight of our study is that when BTOF is applied to the context of nascent, entrepreneurial ventures, the personality and dispositional characteristics of the entrepreneur must be considered. Specifically, we find that performance attainment discrepancy leads to new product introductions, but only when the entrepreneur's dispositional optimism level is high.

Process evaluation of two large randomized controlled trials to understand factors influencing family physicians’ use of antibiotic audit and feedback reports

BackgroundUnnecessary antibiotic prescriptions in primary care are common and contribute to antimicrobial resistance in the population. Audit and feedback (A&F) on antibiotic prescribing to primary care can improve the appropriateness of antibiotic prescribing, but the optimal approach is uncertain. We performed two pragmatic randomized controlled trials of different approaches to audit and feedback. The trial results showed that A&F was associated with significantly reducing antibiotic prescribing. Still, the effect size was small, and the modifications to the A&F interventions tested in the trials were not associated with any change. Herein, we report a theory-informed qualitative process evaluation to explore potential mechanisms underlying the observed effects.MethodsOntario family physicians in the intervention arms of both trials who were sent A&F letters were invited for one-on-one interviews. Purposive sampling was used to seek variation across interested participants in personal and practice characteristics. Qualitative analysis utilized inductive and deductive techniques informed by the Clinical Performance Feedback Intervention Theory.ResultsModifications to the intervention design tested in the trial did not alter prescribing patterns beyond the changes made in response to the A&F overall for various reasons. Change in antibiotic prescribing in response to A&F depended on whether it led to the formation of specific intentions and whether those intentions translated to particular behaviours. Those without intentions to change tended to feel that their unique clinical context was not represented in the A&F. Those with intentions but without specific actions taken tended to express a lack of self-efficacy for avoiding a prescription in contexts with time constraints and/or without an ongoing patient relationship. Many participants noted that compared to overall prescribing, A&F on antibiotic prescription duration was perceived as new information and easily actionable.ConclusionOur findings indicate that contextual factors, including the types of patients and the setting where they are seen, affect how clinicians react to audit and feedback. These results suggest a need to test tailored feedback reports that reflect the context of how, where, and why physicians prescribe antibiotics so that they might be perceived as more personal and more actionable.Trial registrationClinical Trial registration IDs: NCT04594200, NCT05044052.

Negative performance feedback and firms’ CSR strategy selection: Conformity or differentiation?

Drawing on the behavioral theory of the firm (BTOF), studies debate about whether underperforming firms will engage in more corporate social responsibility (CSR). In this study, we categorize CSR into CSR conformity and CSR differentiation, and find that underperforming firms are more likely to increase CSR conformity but decrease CSR differentiation. Furthermore, market strategy deviation strengthens the positive effect of negative performance feedback on CSR conformity and the negative effect on CSR differentiation. This study sheds new light on the debate over the relationship between negative performance feedback and CSR.

Environmental performance shortfalls and corporate green innovation: The role of green credit regulation

This paper investigates the effects of environmental performance shortfalls on corporate green innovation. On the basis of the theoretical framework of environmental performance feedback and using a sample of eight major energy-consuming industries in China, a negative relationship is confirmed that environmental performance below but in the neighborhood of peer level makes firms more inclined to pursue green innovation. Higher risk-taking willingness for firms with environmental performance below but close to peer level strengthens innovative intention. This correlation is pronounced when corporate financial performance, green innovation performance, and executive compensation are below peer level. We also find that green credit constrained firms prefer to engage in innovation activities when their environmental performance is below but near peer level and they have fewer bank loans simultaneously. The findings offer insights into the innovation behavior of firms in response to environmental underperformance.

California's Recovery Incentives Program: Implementation strategies

IntroductionDue to the increasing role of psychostimulants in the US drug poisoning crisis, there is an increasing need to effectively implement evidence-based treatment for individuals with stimulant use disorder (StimUD). Contingency management is a behavioral strategy with robust evidence of support for the treatment of StimUD. In 2023, California initiated a large-scale effort to implement CM as a treatment for individuals with a stimulant use disorder (cocaine, methamphetamine, amphetamine) called the Recovery Incentives Program: California's Contingency Management Benefit. MethodsThe Recovery Incentives Program is being systematically implemented using the Becker et al. Science to Service Lab (SSL) implementation approach with several augmentations for this project. The SSL features three core components: didactic training, performance feedback, and external facilitation. We have augmented this approach with a readiness assessment process for sites prior to CM service launch, and an ongoing fidelity monitoring and feedback component post-launch. ResultsThe present paper is a preliminary report describing the use of this augmented SSL strategy for CM implementation in a large-scale implementation effort. Data are presented to describe the implementation activities during the first ten months of the Recovery Incentives Program. ConclusionThe California Recovery Incentives Program has been systematically implemented and appears to be receiving a positive response from treatment program staff and enrolled members. Future papers and evaluation reports will continue to document member response to the Program and report on the ongoing training and implementation process.

Effective Teacher Professional Development for School-Based Mental Health Promotion: A Review of the Literature.

Teachers are critically involved in the delivery of school-based mental health promotion (SMHP) interventions in school, though pre-service teacher education often leaves teachers feeling underprepared in this area. Thus, understanding how best to build teachers' capacity for delivery through effective professional development (PD) is essential for teachers to fulfill their role as delivery agents to achieve SMHP outcomes. This systematized review focuses on identifying components of high-quality teacher PD for SMHP and examining the empirical support for these components. In a two-phase analysis, we examined the descriptive literature regarding teacher PD for SMHP to identify common elements. This resulted in the identification of components relevant to training (interactive, guided by staff input) and technical assistance (TA), including the goals (skill development, motivation, generalization/adaptation), approach (collaborative, individualized, data-driven, strengths-based), and activities (modeling, performance feedback, reflection, problem solving) involved. A second phase focused on the examination of empirical evidence for these PD components. While the empirical evidence for these components was limited, the identified components represent a current standard of practice in teacher PD for SMHP, based on the existing research. These components may provide a framework for practical use in planning teacher PD related to SMHP and for designing future research into effective capacity building in this area.

Relevance of therapist feedback in the context of group‑based exercise programs in medical rehabilitation – Results from a qualitative study with patients and exercise therapists

Background Although group-based exercise programs account for nearly half of exercise therapy services provided in German medical rehabilitation facilities, information regarding the application and effects of therapist feedback in this setting is sparse. Therefore, the aim of this qualitative study was to develop an understanding of the relevance of therapist feedback in the context of group-based exercise programs from the patients’ and therapists’ perspective. Methods Semi-structured interviews were conducted with five rehabilitation patients as well as five exercise therapists with work experience in group-based exercise therapy. Data were analysed using structuring content analysis. Results Three types of therapist feedback with respective modalities and characteristics were identified. Besides corrective feedback to support the patients’ exercise instruction, motivational feedback and performance feedback were used to aid the strengthening of psychological resources. Although therapist feedback constituted an important component of patient-therapist-interaction, evidence suggesting a facilitation of coping strategies, participation or long-term physical activity adherence was sparse. Conclusions While therapist feedback in group-based exercise programs likely aids the recovery of physical and psychological functions, its potential to promote the long-term goals of exercise therapy in medical rehabilitation appears to be underutilised.

Performance Feedback and Acquisition Decisions : The Moderating Role of CEO Underpayment

Performance Feedback and Acquisition Decisions : The Moderating Role of CEO Underpayment

Exploring Students’ Motivational Beliefs Across a Semester of Introductory Statistics

Motivation theorists have recently emphasized the importance of examining students’ motivational beliefs from a situated perspective. In the present study, we explored four individual students’ motivational beliefs at baseline and across twelve weeks of a semester of introductory statistics in an effort to contribute to this line of research. We also examined how these students compared to average motivation levels within the entire course (N = 145), as well as how these individuals compared to each other. Results indicated that individual students rarely resembled the course averages, suggesting a need for researchers to consider what information could be missed by only considering between-person differences. Additionally, increases and decreases in motivational beliefs may be attributable to performance feedback for some students, but not all. Practical and theoretical implications are discussed.

Negative global metacognitive biases are associated with depressive and posttraumatic stress disorder symptoms and improve with targeted or game-based cognitive training.

Metacognition is disrupted in several clinical populations. One aspect of metacognition, global metacognitive bias (difference between objective and self-reported abilities), has shown to be particularly relevant to clinical functioning. However, previous studies of global metacognitive biases in populations with elevated depressive/posttraumatic stress disorder (PTSD) symptoms have not measured objective and self-reported abilities relative to normative samples, limiting the quantification of biases. Additionally, few studies have examined whether cognitive interventions can improve metacognitive biases or how this relates to depressive/PTSD symptom severity. A total of 84 participants with mild traumatic brain injury (77% veterans) performed PTSD and depression assessments along with self-reported and objective measures of global cognition. Age-adjusted norm-based z scores were used for self-reported and objective cognition, and bias was calculated by subtracting objective minus self-report scores. Participants then received 13 weeks of targeted cognitive training or entertainment games training (both providing performance feedback). Participants were assessed at baseline, immediately posttraining, and 3 months posttraining. We found large negative metacognitive biases in those with clinically significant severity of depressive symptoms (z score difference = -1.77), PTSD symptoms (-1.47), and depressive + PTSD symptoms (-2.29). Metacognitive biases improved after both targeted and entertainment training and was associated with reductions in depressive/PTSD symptom severity (r = -.41/-.42, respectively), led by the entertainment training group (r = -.54/-.46, respectively). These findings show that clinically significant severity of depressive/PTSD symptoms is associated with substantial negative global metacognitive biases and preliminarily suggests that cognitive training may improve these biases and depressive/PTSD symptom severity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Development and Psychometric Analysis of a Patient-Reported Measure of Diagnostic Excellence for Emergency and Urgent Care Settings.

Emergency and urgent care settings face challenges with routinely obtaining performance feedback related to diagnostic care. Patients and their care partners provide an important perspective on the diagnostic process and outcome of care in these settings. We sought to develop and test psychometric properties of Patient-Report to IMprove Diagnostic Excellence in Emergency Department settings (PRIME-ED), a measure of patient-reported diagnostic excellence in these care settings. We developed PRIME-ED based on literature review, expert feedback, and cognitive testing. To assess psychometric properties, we surveyed AmeriSpeak, a probability-based panel that provides sample coverage of approximately 97% of the U.S. household population, in February 2022 to adult patients, or their care partners, who had presented to an emergency department or urgent care facility within the last 30 days. Respondents rated their agreement on a 5-point Likert scale with each of 17 statements across multiple domains of patient-reported diagnostic excellence. Demographics, visit characteristics, and a subset of the Emergency Department Consumer Assessment of Healthcare Providers & Systems were also collected. We conducted psychometric testing for reliability and validity. Over a thousand (n = 1116) national panelists completed the PRIME-ED survey, of which 58.7% were patients and 40.9% were care partners; 49.6% received care at an emergency department and 49.9% at an urgent care facility. Responses had high internal consistency within 3 patient-reported diagnostic excellence domain groupings: diagnostic process (Cronbach's alpha 0.94), accuracy of diagnosis (0.93), and communication of diagnosis (0.94). Domain groupings were significantly correlated with concurrent Emergency Department Consumer Assessment of Healthcare Providers & Systems items. Factor analyses substantiated 3 domain groupings. PRIME-ED has potential as a tool for capturing patient-reported diagnostic excellence in emergency and urgent care.

Rancang Bangun Media Pembelajaran Matematika Matriks Berbasis Android

This study aims to develop a matrix mathematics learning application for Android to enhance high school students' understanding of matrix concepts, which are often perceived as challenging. The research was conducted at SMA Negeri 19 Luwu, located in Desa Lissaga, Kecamatan Basse Sangtempe, Kabupaten Luwu. The urgency of this research lies in the need to provide an interactive learning tool that can improve student engagement and the effectiveness of learning complex mathematical concepts. The research employed the Research and Development (R&D) method using the ADDIE model, which includes Analysis (assessing user and content needs), Design (creating the application's interface and features), Development (implementing the designed functionality), Implementation (testing the application in a real-world setting), and Evaluation (assessing the application's performance and user feedback). The results indicate that the developed Android application not only displays content on matrices and quizzes but has also been tested using the Blackbox method and expert reviews, confirming that all page displays and buttons function properly.