ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference
dc.contributor.advisor | DiGennaro Reed, Florence D | |
dc.contributor.author | Henley, Amy Jessica | |
dc.date.accessioned | 2014-07-05T16:30:04Z | |
dc.date.available | 2014-07-05T16:30:04Z | |
dc.date.issued | 2014-05-31 | |
dc.date.submitted | 2014 | |
dc.identifier.other | http://dissertations.umi.com/ku:13263 | |
dc.identifier.uri | http://hdl.handle.net/1808/14541 | |
dc.description.abstract | 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. | |
dc.format.extent | 109 pages | |
dc.language.iso | en | |
dc.publisher | University of Kansas | |
dc.rights | This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author. | |
dc.subject | Behavioral sciences | |
dc.subject | Feedback preference | |
dc.subject | Feedback sandwich | |
dc.subject | Feedback sequence | |
dc.subject | Feedback timing | |
dc.subject | Feedforward | |
dc.title | An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference | |
dc.type | Thesis | |
dc.contributor.cmtemember | Reed, Derek D | |
dc.contributor.cmtemember | Neidert, Pamela L | |
dc.thesis.degreeDiscipline | Applied Behavioral Science | |
dc.thesis.degreeLevel | M.A. | |
kusw.oastatus | na | |
kusw.oapolicy | This item does not meet KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess |