The impact of positive and corrective feedback on customer service performance

Waldersee, Robert; Luthans, Fred

doi:10.1002/job.4030150109

Cited by 61 publications

(45 citation statements)

References 29 publications

(30 reference statements)

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“…Much of this literature is concerned with showing the effectiveness of feedback on influencing future individual behavior and performance (Cusella, 1987;Guzzo, Jette, & Katzell, 1985;Ilgen et al, 1979). Others (Balcazar et al, 1985;Goltz, Citera, Jensen, Favero, & Komaki, 1989;Kluger & DeNisi, 1996;Waldersee & Luthans, 1994), however, have found that not all feedback interventions result in improved performance and, in fact, may often create inconsistent results (Salmoni, Schmidt, & Walter, 1984). The combination of mixed findings relating to the effectiveness of performance feedback indicates the complexity of this issue.…”

Section: Conceptualization Of Culturementioning

confidence: 99%

The Impact of Culture on Feedback-Seeking Behavior: An Integrated Model and Propositions

Luque¹,

Sommer²

2000

The Academy of Management Review

114

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In recent research scholars have addressed the issue of an individual's behavior in feedback-seeking activity and, except in scant studies, have virtually ignored the role of culture in this area. In this article we explore four cultural syndromes, based on past research, to form a cross-cultural model of feedback-seeking behavior. We advance propositions for the study of culture as a moderator to feedback-seeking behavior.Feedback is a topic of significant research attention in the social sciences at the cognitive and organizational level (Ilgen, Fisher, & Taylor, 1979;Kluger & DeNisi, 1996;London, 1997; Pritchard, Jones, Roth, Stuebing, & Ekeberg, 1988).Similarly, the importance of feedback as a determinant of behavior receives much attention in the management literature (Balcazar, Hopkins, & Suarez, 1985;Locke & Latham, 1990).Feedback is a resource learned about directly on the job (Hackman, 1977) and through formal performance appraisals (Larson & Callahan, 1990;Pearce & Porter, 1986). Individuals deliberately react to feedback (Taylor, Fisher, & Ilgen, 1984) and purposely seek feedback (Ashford & Cummings, 1983). People have an intuitive interest in knowing "how they are doing," especially when their job depends on it. Thus, organizations continue to assess performance and implement feedback mechanisms. Recognizing this limitation, we do not attempt a comprehensive or exhaustive discussion here.Rather, we offer initial direction and propositions to spur research efforts. We focus our discussion primarily on how feedback-seeking behavior is influenced by the individual's cultural orientation. We also briefly examine how culture might affect organizational feedback giving, the recognized antecedent to an individual's feedback-seeking behavior (Ashford & Cummings, 1983: 375).

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Section: Conceptualization Of Culturementioning

confidence: 99%

The Impact of Culture on Feedback-Seeking Behavior: An Integrated Model and Propositions

Luque¹,

Sommer²

2000

The Academy of Management Review

114

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“…Negative feedback will be motivating to trainees learning simple tasks, whereas positive feedback may lead to complacency or overconfidence. For trainees learning complex tasks, negative feedback will likely be demotivating, whereas positive feedback will benefit trainees (Karoly, 1993;Waldersee & Luthans, 1994). Thus, under difficult or complex task conditions, initially poor performance may be labelled as moderately negative.…”

Section: Information Provisionmentioning

confidence: 99%

“…However, trainees who are in a long term training program should not be given continual negative feedback, or they will be likely to decrease motivation and performance, and may abandon the goal (Waldersee & Luthans, 1994).…”

Section: Information Provisionmentioning

confidence: 99%

2. Developing adaptability: A theory for the design of integrated-embedded training systems

Kozlowski¹,

Toney²,

Mullins³

et al.

Advances in Human Performance and Cognitive Engineering Research

116

153

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The nature of work and organizations is changing. Over three decades ago, Terreberry (1968) observed that future organizational environments would evolve to become increasingly turbulent and unpredictable. As we prepare to enter the next millennium, that future is upon us. The dynamics and uncertainty associated with the constellation of external forces that impact organizations create pressures for innovation, flexibility, and adaptability. Adaptability as an individual, team, and organizational capability is increasingly critical to effectiveness.The increasing rate of technological innovation, and the penetration of technology into all aspects of organizational operations, is changing the nature of work (Howell & Cooke, 1989). Work is increasingly complex, placing a high emphasis on cognitive skills and specialized expertise. It is increasingly mediated by computerized systems that link distributed experts together. From air travel, to medical diagnostics, emergency response, engineering design, and command and control, among many others, organizational functions that range from the mundane to esoteric are all dependent on teams of distributed experts operating via complex systems. Although teams are often co-located in time and space, the increasing connectivity of technology systems facilitates the creation of far-flung virtual teams that interact dynamically, but never actually meet face to face (Bell & Kozlowski, 1998).There are economic pressures for improved efficiency, cost-control, and effectiveness. Traditional training is typically conducted off-site. A substantial portion of training costs --upwards of 80% --is devoted to simply getting trainees to the site, maintaining them while there, and absorbing their lost productivity. Because off-site training is often decontextualized --that is, abstracted from the work setting --it also incurs potential problems of skill transfer that impede effectiveness.This convergence of forces --environmental, technological, and economic --is driving a reconceptualization of the nature of training systems. Training is shifting from an inefficient, time consuming, and expensive enterprise to one that can be delivered efficiently, as needed, and just-in-time. It is shifting from an off-site single episode to a systematic series of learning experiences that are integrated in the workplace and embedded in work technology. It is shifting from a primary emphasis on retention and reproduction to a broader emphasis that also includes the development of adaptive knowledge and skills (Kozlowski, 1998). Training will not be a separate activity, but a continuous activity that is an integral part of the workplace and its systems. This reconceptualization of training systems is highlighted by three key terms in our title which constitute the theoretical and application focus of this chapter:$ Integrate --to form, coordinate, or blend into a functioning or unified whole; $ Embed --to enclose closely; to make something an integral part of; $ Adapt --to make fit; implies a modificati...

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“…Research demonstrates that the delivery of specific and timely performance feedback improves learning, boosts individual motivation, development, career planning, and performance management (London and Smither, 2002). Waldersee and Luthans (1994) proposed that employees have performance standards of their own against which they measure their work performance. Thus, it is believed that if an employee receives negative feedback, which indicates a negative deviation from his/her set performance standards, this person will be motivated to work harder in order to meet the standards set, thus his/her performance improves.…”

Section: Positive Feedback In Organizational Behavior Researchmentioning

confidence: 99%

When good news is bad news: the negative impact of positive customer feedback on front-line employee well-being

Nasr

Burton

Gruber

2015

Journal of Services Marketing

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Purpose – Front-line employee (FLE) well-being is an under-researched field. Contrasting the prevailing view that Positive Customer Feedback (PCF) can only have ‘positive’ impacts, this study aims to answer the counterintuitive question: Could the apparently positive construct ‘Positive Customer Feedback’ have a negative impact on the well-being of front-line employees? Consequently, working within the Transformative Service Research (TSR) framework, we investigate whether PCF can negatively affect the eudaimonic and hedonic well-being dimensions of FLEs, thus decreasing their overall psychological well-being level. Design/methodology/approach – A multidisciplinary literature review was conducted, particularly in the social psychology, human resources and organizational behavior fields, to examine the potential negative impacts of PCF. Subsequently, an exploratory qualitative study consisting of seven focus groups with 45 FLEs and 22 in-depth interviews with managers working across various service industries were performed. All the transcripts were analyzed via an iterative hermeneutical process. Findings – A model describing ten negative impacts and six key contingencies of PCF was developed. The identified impacts can negatively affect the eudaimonic and hedonic well-being dimensions of FLEs. PCF can have a negative impact on the eudaimonic dimensions such as harmony, respect and support. Moreover, PCF appears to increase the negative affect by creating tension, fear, strain and stress, thus, negatively affecting the happiness level of FLEs (hedonic well-being). The identified contingencies play a crucial role in determining the direction and intensity of the negative impact of PCF. Therefore, the overall psychological well-being level of FLEs can suffer as a result of PCF. This study also discusses managerial challenges associated with PCF management. Research limitations/implications – The article discusses important managerial implications in the field of FLE well-being and PCF management and suggests directions for future research aiming to expand the boundaries of the current TSR agenda and service human resources. Originality/value – This study is the first to explore the negative side of PCF from a TSR perspective. It extends the understanding of the overlooked area of PCF and FLE well-being.

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The impact of positive and corrective feedback on customer service performance

Cited by 61 publications

References 29 publications

The Impact of Culture on Feedback-Seeking Behavior: An Integrated Model and Propositions

The Impact of Culture on Feedback-Seeking Behavior: An Integrated Model and Propositions

2. Developing adaptability: A theory for the design of integrated-embedded training systems

When good news is bad news: the negative impact of positive customer feedback on front-line employee well-being

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