Types Of Performance Feedback Research Articles

Shop floor performance feedback, employee's motivation and engagement: study of a beverage distribution company

PurposeThis paper aims at examining how different types of shop floor performance feedback affect employee motivation and engagement. Based on this dataset, the authors analyzed the relationship between five types of performance feedback (safety, quality, productivity, improvement and individual performance) and three types of human-related outputs (motivation, role clarity and engagement) in light of socio-technical systems theory.Design/methodology/approachThe authors designed a survey instrument and collected data from 492 employees of a large beverage distribution company. The authors used robust construct validity tests and multiple regression analysis to test the hypotheses.FindingsThe findings indicated significant positive effects of feedback on overall production, improvements and individual performance on all human-related outputs. In turn, safety and quality performance feedback had no statistically significant impact in motivation or engagement. These findings highlight the mixed nature of the impact of performance feedback on human-related outputs that have been neglected in the literature.Originality/valueThe joint analysis of the social and technical portion of performance feedback is unusual despite its clear relevance, which characterizes an original contribution of the authors’ work. Although previous literature supports the effect of performance feedback on motivation and engagement, previous studies have not tested how different types of feedback affect those social constructs.

Performance Feedback with Team Incentive: A Field Experiment in Chinese Factories

ABSTRACT This paper employs a field experiment to investigate in which information environment team-based incentives work better. The experiment was conducted in two spinning factories in Henan, China. We focus on workers who were doing the same individualistic task but still were paid according to team performances. For about three months, we have given three different types of performance feedback, baseline, intra-team, and inter-team feedbacks. We find that workers’ productivity was highest with the intra-team feedback and lowest with the baseline feedback, which suggests that peer pressure and group status concern are of importance in making team incentives work.

Different types of performance feedback and their distinct influence on CSR engagement

Drawing on the behavioral theory of the firm, and particularly on performance feedback, we tested the influence of discrepancies between corporate financial performance and aspirations on the decision to engage in corporate social responsibility. Our findings highlight the importance of performance feedback in stimulating varying firm decisions when setting the level of their social engagement. Our empirical evidence shows that as financial performance rises above historical or falls below social aspiration, the firm’s engagement in CSR activities decreases, whereas as financial performance rises above social or falls below historical aspiration, the firm’s engagement in CSR activities increases. Our findings shed light on the underlying mechanisms that lead to opposing interpretations of achievement and variations in the perception of risk- an issue that has received very little attention in prior empirical research.

The Interplay of CEO Affect, Ambiguous Performance Feedback, and Firm Risk Taking

One frequent assumption in the behavioral theory of the firm is that managers react in similar manners to a given type of performance feedback. However, ambiguous feedback leaves ample room for key...

A comparison of real‐time and delayed visual performance feedback on teacher praise

AbstractA number of researchers have found behavior‐specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real‐time visual performance feedback, on the use of BSP by Head Start teachers. The primary outcome of the study was teacher use of BSP, with student academic engagement behavior being evaluated as a secondary dependent variable. Results from the study indicated that both procedures resulted in increases in teacher use of BSP, with little differentiation between performance feedback strategies. Similarly, both strategies received high ratings of social validity from participating teachers.

Different Types of Performance Feedback and their Distinct Influence on CSR Engagement

Drawing on the behavioral theory of the firm, and particularly on performance feedback, we tested the influence of discrepancies between corporate financial performance and aspirations on the decision to engage in corporate social responsibility. Our findings highlight the importance of performance feedback in stimulating varying firm decisions when setting the level of their social engagement. Our empirical evidence shows that as financial performance rises above historical or falls below social aspiration, the firm’s engagement in CSR activities decreases, whereas as financial performance rises above social or falls below historical aspiration, the firm’s engagement in CSR activities increases. Our findings shed light on the underlying mechanisms that lead to opposing interpretations of achievement and variations in the perception of risk- an issue that has received very little attention in prior empirical research.

Individual interest and learning in secondary school STEM education

Interest research offers different hypotheses about the association between interest and learning outcomes. The standard hypothesis proposes that interest predicts learning outcomes: people acquire new knowledge about a topic they find interesting. The affective by-product hypothesis assumes that learning predicts interest: by learning something, people develop an interest in this topic. Finally, the reciprocal hypothesis states that interest and learning covary. This longitudinal study aimed to test the predictive validity of these three hypotheses in the context of secondary school STEM education. The participants were 104 Finnish 7th grade students aged 12-14. Data were collected at three times during the school year through questionnaires and grade evaluations in mathematics and biology. A partial least squares (PLS) path modeling approach was used to determine the relationships between interest and course grades across the three measurement points: at the beginning of the autumn semester, at the beginning of the spring semester, and after the spring semester at the end of the school year. The results differed between the autumn and spring semesters: During the autumn semester, students’ interest predicted their grades, whereas during the spring semester, grades predicted their interest. These findings indicate that the relationships between students’ individual interest towards science and mathematics with learning vary. As a practical implication, more focus should be put on when and what type of performance feedback is given to students with differing interest profiles.

When do firms invest in R&D? Two types of performance feedback and organizational search in the Korean shipbuilding industry

This paper examines how organizations respond when different types of aspiration provide different performance feedbacks. We analyze the effects of performance feedback with respect to two different types of aspiration, historical and social, on R&D decision-making. We attempt to resolve the contradictory prior findings regarding the effects of performance feedback by employing insights from attribution theory. We predict that firms will reduce R&D investment when negative performance feedback is received in terms of historical aspiration level due to self-enhancement, but that they will expand R&D investment when negative performance feedback is based on social aspiration level due to self-deprecation. We also predict that firms will increase R&D investment when performance is lower than historical aspiration level and higher than social aspiration level, but will decrease it when performance is lower than social aspiration level and higher than historical aspiration level. We further predict that since performance failures at both aspiration levels place firms under pressure in opposite directions, their effects are likely to offset each other. The results of our empirical analysis of R&D investment by Korean shipbuilding companies supported all the hypotheses. Based on these results, we propose a number of implications for researchers and managers.

Interventions to improve hand hygiene compliance in patient care.

Health care-associated infection is a major cause of morbidity and mortality. Hand hygiene is regarded as an effective preventive measure. This is an update of a previously published review. To assess the short- and long-term success of strategies to improve compliance to recommendations for hand hygiene, and to determine whether an increase in hand hygiene compliance can reduce rates of health care-associated infection. We conducted electronic searches of the Cochrane Register of Controlled Trials, PubMed, Embase, and CINAHL. We conducted the searches from November 2009 to October 2016. We included randomised trials, non-randomised trials, controlled before-after studies, and interrupted time series analyses (ITS) that evaluated any intervention to improve compliance with hand hygiene using soap and water or alcohol-based hand rub (ABHR), or both. Two review authors independently screened citations for inclusion, extracted data, and assessed risks of bias for each included study. Meta-analysis was not possible, as there was substantial heterogeneity across studies. We assessed the certainty of evidence using the GRADE approach and present the results narratively in a 'Summary of findings' table. This review includes 26 studies: 14 randomised trials, two non-randomised trials and 10 ITS studies. Most studies were conducted in hospitals or long-term care facilities in different countries, and collected data from a variety of healthcare workers. Fourteen studies assessed the success of different combinations of strategies recommended by the World Health Organization (WHO) to improve hand hygiene compliance. Strategies consisted of the following: increasing the availability of ABHR, different types of education for staff, reminders (written and verbal), different types of performance feedback, administrative support, and staff involvement. Six studies assessed different types of performance feedback, two studies evaluated education, three studies evaluated cues such as signs or scent, and one study assessed placement of ABHR. Observed hand hygiene compliance was measured in all but three studies which reported product usage. Eight studies also reported either infection or colonisation rates. All studies had two or more sources of high or unclear risks of bias, most often associated with blinding or independence of the intervention.Multimodal interventions that include some but not all strategies recommended in the WHO guidelines may slightly improve hand hygiene compliance (five studies; 56 centres) and may slightly reduce infection rates (three studies; 34 centres), low certainty of evidence for both outcomes.Multimodal interventions that include all strategies recommended in the WHO guidelines may slightly reduce colonisation rates (one study; 167 centres; low certainty of evidence). It is unclear whether the intervention improves hand hygiene compliance (five studies; 184 centres) or reduces infection (two studies; 16 centres) because the certainty of this evidence is very low.Multimodal interventions that contain all strategies recommended in the WHO guidelines plus additional strategies may slightly improve hand hygiene compliance (six studies; 15 centres; low certainty of evidence). It is unclear whether this intervention reduces infection rates (one study; one centre; very low certainty of evidence).Performance feedback may improve hand hygiene compliance (six studies; 21 centres; low certainty of evidence). This intervention probably slightly reduces infection (one study; one centre) and colonisation rates (one study; one centre) based on moderate certainty of evidence.Education may improve hand hygiene compliance (two studies; two centres), low certainty of evidence.Cues such as signs or scent may slightly improve hand hygiene compliance (three studies; three centres), low certainty of evidence.Placement of ABHR close to point of use probably slightly improves hand hygiene compliance (one study; one centre), moderate certainty of evidence. With the identified variability in certainty of evidence, interventions, and methods, there remains an urgent need to undertake methodologically robust research to explore the effectiveness of multimodal versus simpler interventions to increase hand hygiene compliance, and to identify which components of multimodal interventions or combinations of strategies are most effective in a particular context.

Biased self-assessments, feedback, and employees' compensation plan choices

We conduct a laboratory experiment to examine how task difficulty and different types of performance feedback – none, individual, and relative – affect individuals' selection of either a fixed pay contract or a relative-performance-based pay contract that provides a bonus for above-average performance. We find that participants exhibit a strong better-than-average bias in assessing their relative skills on easy tasks and a moderate worse-than-average bias in assessing their relative skills on difficult tasks. In turn, these biases guide compensation plan choices, leading to participants being more likely to inappropriately select performance-based pay than fixed pay when a task is easy versus when a task is difficult. Our results regarding performance feedback suggest that the provision of individual performance feedback does not exacerbate participants' preferences for relative-performance-based pay when working on an easy task or exacerbate participants' preferences for fixed pay when working on a difficult task. However, we find some evidence that the provision of relative performance feedback has an asymmetric effect on the relation between task difficulty and compensation plan selection. Specifically, when working on an easy task, participants' compensation plan choices were similar between the no feedback and relative feedback conditions, but participants working on a difficult task were more likely to choose relative-performance-based pay in the relative feedback condition than in the no feedback condition. We further find that the relation between task difficulty and compensation plan selection is fully mediated by participants' assessments of their relative skill. Finally we find that performance-based pay does, on average, attract participants with higher skill levels and that risk preferences play an important role in compensation plan selection.

Can performance feedback during instruction boost knowledge acquisition? Contrasting criterion-based and social comparison feedback

Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how well the students were performing relative to other students (social comparison feedback) or relative to an absolute criterion (criterion-based feedback). Thirty-four students in secondary vocational engineering education were randomly assigned to one of two conditions. In both conditions, students worked together in small groups. All groups completed a math learning task, during which they received either social comparison feedback or criterion-based performance feedback. The findings showed that the type of feedback had a strong effect on learning outcomes: the post-test scores and gains of students in the social comparison condition were significantly higher than those of students in the criterion-based feedback condition.

The Effects of Goal Orientation and types of Performance Feedback on Classroom Engagement of Collegians

The Effects of Goal Orientation and types of Performance Feedback on Classroom Engagement of Collegians

Accuracy and Speed Feedback: Global and Local Effects on Strategy Use

Background/Study Context: Skill acquisition often involves a shift from an effortful algorithm-based strategy to more fluent memory-based performance. Older adults’ slower strategy transitions can be ascribed to both slowed learning and metacognitive factors. Experimenters often provide feedback on response accuracy; this emphasis may either inadvertently reinforce older adults’ conservatism or might highlight that retrieval is generally quite accurate. Response time (RT) feedback can lead to more rapid shift to retrieval (Hertzog, Touron, & Hines, 2007, Psychology and Aging, 22, 607–624).Methods: This study parametrically varied trial-by-trial feedback to examine whether strategy shifts in the noun-pair task in younger (M = 19) and older (M = 67) adults were influenced by type of performance feedback: none, trial accuracy, trial RT, or both accuracy and RT.Results: Older adults who received accuracy feedback retrieved more often, particularly on difficult rearranged trials, and participants who receive speed feedback performed the scanning strategy more quickly. Age differences were also obtained in local (trial-level) reactivity to task performance, but these were not affected by feedback.Conclusions: Accuracy and speed feedback had distinct global (general) influences on task strategies and performance. In particular, it appears that the standard practice of providing trial-by-trial accuracy feedback might facilitate older adults’ use of retrieval strategies in skill acquisition tasks.

Blocked versus randomized presentation modes differentially modulate feedback-related negativity and P3b amplitudes

ObjectiveElectrophysiological studies on feedback processing typically use a wide range of feedback stimuli which might not always be comparable. The current study investigated whether two indicators of feedback processing – feedback-related negativity (FRN) and P3b – differ for feedback stimuli with explicit (facial expressions) or assigned valence information (symbols). In addition, we assessed whether presenting feedback in either a trial-by-trial or a block-wise fashion affected these ERPs. MethodsEEG was recorded in three experiments while participants performed a time estimation task and received two different types of performance feedback. ResultsOnly P3b amplitudes varied consistently in response to feedback type for both presentation types. Moreover, the blocked feedback type presentation yielded more distinct FRN peaks, higher effect sizes, and a significant relation between FRN amplitudes and behavioral task performance measures. ConclusionBoth stimulus type and presentation mode may provoke systematic changes in feedback-related ERPs. The current findings point at important potential confounds that need to be controlled for when designing FRN or P3b studies. SignificanceStudies investigating P3b amplitudes using mixed types of stimuli have to be interpreted with caution. Furthermore, we suggest implementing a blocked presentation format when presenting different feedback types within the same experiment.

Strategic Investments under Earnings Pressure: The Role of Performance Feedback

In this paper we draw on work in the behavioral theory of the firm to examine whether earnings pressure from securities analysts will shape a focal firm’s strategic investment decisions. We suggest that earnings pressure drive firms to engage myopic actions at the expense of long-term oriented strategic investments. We also propose that the impact of earnings pressure on strategic investments depend on two different types of performance feedback— feedback on financial market performance and feedback on product market performance. Our findings indicate that earnings pressure in general drives down a firm’s subsequent strategic investments, supporting a view of inter-temporal trade-off between short-term earnings and long-term performance. Further, the negative impact of earnings pressure on strategic investments is amplified when a focal firm experienced negative feedback on financial market performance (i.e., low stock returns), but is alleviated when a focal firm experienced negative feedback on product market performance (i.e., low revenue growth). In the presence of both types of performance feedback, we found that the moderating effect of product market feedback dominates.

Power Asymmetry and Learning in Teams: The Moderating Role of Performance Feedback

Past research suggests that power asymmetry within teams can have a stifling effect on team learning and performance. We argue here that this effect is contingent on whether power advantages within a team are used to advance individual or collective interests. This study considers the moderating role of one factor that can influence the individual or collective orientation of team members—the type of performance feedback that a team receives. We propose that whereas individual feedback reinforces the negative effects of power asymmetry on team learning, group feedback fosters a collective orientation within a team that transforms power differences into a stimulus for team learning. Analysis of multisource, multimethod data obtained from 218 individuals in 46 teams provided support for these hypotheses. Results also suggested that team learning mediated the relationship between power asymmetry and team performance. These findings suggest that power asymmetry can be a resource for and not just an obstacle to team learning in power-asymmetric teams.

The Effects of Alternate Forms of Performance Feedback on Elementary-Aged Students’ Oral Reading Fluency

Within the context of a brief experimental design, the current study examined the effects of providing two different types of performance feedback, performance feedback on words read correctly (PFWC) and performance feedback on words read incorrectly (PFWI), on the oral reading fluency of six elementary-aged students. For all of the participants, PFWI resulted in higher levels of oral reading fluency than PFWC. In addition, for a majority of the participants, PFWC resulted in lower levels of oral reading errors than PFWI. These results suggest that providing students with performance feedback on the number or words read correctly may enhance the reading fluency of students experiencing reading difficulties. The implications of these results for intervention selection are discussed.

Comparing Mathematics Interventions: The Effects of Cover-Copy-Compare Alone and Combined with Performance Feedback on Digits Correct and Incorrect

The purpose of this study was to compare the isolated effects of cover-copy-compare (CCC) with the combined effects of CCC and two types of performance feedback (i.e., digits correct and incorrect per minute) on sixth grade students’ mathematics fluency and accuracy. An alternating treatments design was employed to compare treatments across 16 weeks. Participants included three general education sixth grade students whose teachers recommended them for additional help with mathematics calculation. No differentiation between treatments was demonstrated for any of the participants and individual differences pertaining to the number of sessions needed to reach and consistently perform at mastery levels were found. Follow-up data at 4 and 12 days following termination of the intervention phase indicated that all participants continued to perform at mastery levels. Generalization to a slightly more difficult mathematics skill yielded pre-intervention to post-intervention increases, albeit small. Students rated all three treatment conditions favorably.

The Additional Effects of Process and Outcome Feedback Following Brief In‐service Teacher Training

Three primary school teachers attended a half‐day, in‐service training workshop which targeted instructional and managerial behaviours identified as being functionally related to students’ academic engaged behaviours in class. Following the workshop, daily observations showed only temporary changes in the teachers’ and their students’ behaviours with trends back towards baseline measures. After this period of ‘no feedback’, three conditions of in‐class performance feedback were introduced in different sequences to each teacher: outcome feedback (based on measures of a sample of their students’ academic engaged behaviour during lessons), process feedback (based on measures of the teachers’ own instructional behaviours), and a combination of both outcome and process feedback. A time‐series, multiple baseline across subjects design was employed which allowed comparison of measures of teachers’ and students’ behaviours during the immediate post‐workshop period and during periods of the three types of feedback. The results showed that the introduction of performance feedback had the immediate (and cumulative) effect of increasing the behaviours targeted in the workshop to high rates that were maintained even when feedback was withdrawn. There were, however, no differences in the comparative efficacy of outcome, process or outcome/process combination effects. The study builds upon existing research which has shown performance feedback to be an essential component of effective professional development and staff training packages that target workplace behaviour change. It also adds to the limited research that has examined the efficacy of different types of performance feedback and suggests other variables, such as who presents the feedback, may be important.

Parental Goal Orientations and Beliefs About the Competitive‐Sport Experience of Their Child1

We examined the achievement goals of parents' in relation to their interpretation of their child's sporting behavior, preference for certain types of performance feedback about their child, the types of tasks they prefer their child to engage in, and their beliefs about the cause of their child's performance. The sample consisted of 96 parents whose children were in the first year (mean age 11.3) at a large comprehensive school in a major city in the United Kingdom. Parents' dispositional achievement goal orientations were differentiated by their responses to the Perception of Success Questionnaire (Roberts & Balague, 1989, 1991). Whereas differences in task orientation appear to be critical in the education setting (Ames & Archer, 1988), the findings of this study suggest that individual differences in ego orientation may be more significant in the competitive sport context.