An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference
Issue Date
2014-05-31Author
Henley, Amy Jessica
Publisher
University of Kansas
Format
109 pages
Type
Thesis
Degree Level
M.A.
Discipline
Applied Behavioral Science
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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Show full item recordAbstract
Feedback is an effective method for increasing employee performance in a wide range of settings, although questions remain regarding the most effective characteristics of feedback. Despite the fact that there is little research on the sequence of feedback messages, recommendations advocating a particular sequence are often made in practice. The purpose of the present study was to investigate the efficacy of and preference for feedback sequence (positive-corrective-positive, positive-positive-corrective, corrective-positive-positive, and no feedback), and the influence of feedback timing on efficacy and preference. Undergraduate participants performed four simulated office tasks each associated with a feedback sequence, presented in a counterbalanced fashion. Half of the participants received feedback delivered immediately after each session (post-session feedback) and the other half of the participants received feedback immediately prior to each session (pre-session feedback). The present findings suggest that (1) the sequence of feedback statements differentially influences performance, (2) the timing of feedback does not appear to influence performance unless incorporating a no feedback condition, and (3) participants may have differential preferences for feedback sequences. The results are discussed in terms of potential behavioral processes responsible for the observed effects.
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