Types and choices of performance feedback.

Abstract

Although research has clearly demonstrated that specific and timely feedback to individuals is beneficial to task performance, little attention has been paid to the content of the feedback on the most typical type of work tasks-tasks in which high performance along both quality and quantity dimensions is desired and in which quality and quantity are inversely related at high levels of performance. In a two-phased study, this research placed one group of 132 subjects on a task that required both quality and quantity performance. Performance feedback was then presented on either quality or quantity, or on both dimensions. In a second set of conditions the same types of feedback were made available to 90 subjects, but the subjects were now free to access or not to access the feedback. The results showed that the nature of the feedback affected performance on both dimensions and that allowing feedback choice improved overall performance. Results are discussed in terms of the benefits of feedback choices on multifaceted performance tasks.

Price, rebate and order quantity decisions in a newsvendor framework with rebate-dependent recapture of lost sales

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The effect of verbal and graphic feedback on the data-recording behavior of direct care trainers

“…And, conversely, the time that the worker took off from the work activity to study the feedback was also time consuming (Ilgen & Moore, 1987). Goltz, Citera, Jensen, Favero, & Komaki (1990) summed up the problem and the challenge:``motivational programs should not be designed merely to show a performance improvement; they should be designed to obtain the largest possible performance improvement at the lowest possible cost'' (p. 78).…”

Do Feedback Environment and Coaching Communication Determine Self-Efficacy of Teaching? A Case of Malaysian Polytechnic Lecturers

“…Coaching and performance feedback seem to be a useful tool for organisations in this regard. This argument is supported by a number of empirical evidence which found that performance feedback is one of the statistically significant predictors of task mastery (Jex and Britt, 2008) and job performance (Ilgen and Moore, 1987;Kluger and DeNisi, 1996;Sommer and Kulkarni, 2012). Furthermore, both performance feedback and self-efficacy are found to be the necessary conditions for goal-setting to be effective (Jex and Britt, 2008).…”