An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference

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.