The Effects of Individual Monetary Incentives With and Without Feedback

Abstract

This study examined the effects of an individual monetary incentive system with and without feedback to determine if feedback would supplement the effects of incentives. Participants were seven college students who performed a computerized task called SYNWORK. SYNWORK presented four sub-tasks concurrently: memory, arithmetic, visual monitoring and auditory monitoring. Participants earned points for correct responses. The dependent variable was the number of points earned. An ABAC design was used with A = individual monetary incentives without feedback, B = individual monetary incentives with feedback, and C = hourly pay with feedback. Sessions were 90 minutes, and there were 5 to 10 sessions per phase. The point scores of six of the seven participants increased when feedback was added to the incentive system but stabilized or continued to increase when feedback was removed. The feedback intervention was staggered in time across participants, and performance increased when feedback was added, hence the data suggest that feedback enhanced the effects of the incentives. One possible reason for the reversal failure is that feedback evoked higher levels of performance that were then maintained by the additional incentives. Because performance did not reverse, however, the results must be viewed cautiously.     

Self-Solicited Feedback: Effects of Hourly Pay and Individual Monetary Incentive Pay

The frequency of feedback solicitation under hourly pay and individual monetary incentive pay conditions was examined. A between-subjects design was used with 30 college students in the two groups. Participants attended three experimental sessions and entered the cash value of simulated bank checks presented on a computer screen. Performance was higher for individuals who were paid incentives; however, participants who were paid incentives did not self-solicit feedback more than those who were paid hourly. Rather, participants in both groups solicited feedback quite frequently. Additionally, performance was not related to feedback solicitation. These results suggest that the incentives did not make feedback more reinforcing even though the incentives were functional rewards and the feedback was correlated with the amount of pay earned: the better the feedback, the more pay participants earned. The results also support the position that it may be necessary to pair objective feedback with an evaluative component to enhance performance.     

Effective Leadership in Superior-Subordinate Dyads

Abstract

This paper describes and experimentally demonstrates the main tenets of an operant theory of leadership. Leadership is characterized in the current paper as involving problem solving operant behavior (Cerutti, 1989; Skinner, 1969) in a social context (Skinner, 1953). The theory was assessed under two experimental analogs modeled from generic formal organizational bureaucratic leader-follower role relations. Under a minimal leadership contingency (MLC) leaders and followers in N = 4 dyads interacted via button pressing and trigger pulling responses, respectively, and they received feedback on counters located on response panels in their separate rooms. Under the MLC every leader button press added a point worth money to one of the follower's counters but the leader received no points worth money based on follower responses. A leadership contingency (LC) was identical to the MLC except that for every 19th follower trigger pull the leader received a point worth money. As anticipated, high rates of leader-follower interaction evolved in all dyads under the LC and appreciably lower rates occurred under the MLC as leader button pressing extinguished under the MLC with repeated exposures to the two contingencies presented in ABABAB fashion. Results were discussed in terms of the theory and data as they may be related to assessment and maintenance of leader-follower interactions and performance in OBM lab and field experiments.     

Improving Program Outcome with Process-Based Performance Feedback

Abstract

Two studies, using an across participants multiple baseline design, assessed effects of different amounts of process and outcome performance feedback on instructor and child behavior in an early intervention program. Seven instructors, mostly university students, and one child with autism were observed over a 4 month period on measures of instructors' verbal instructions, prompts, and consequences, and correct child behavior. In Study 1, performance feedback contained verbal, written, and graphic information on instructor (process) and child (outcome) behavior, whereas in Study 2, only verbal process information was provided. Results show that both feedback procedures were equally effective in increasing correct instructor performance and correct child behavior. Conclusions are (a) that verbal process feedback alone was as effective as an extensive process plus outcome feedback, but easier to use and more efficient, and (b) that measures of performance error proved useful in detecting feedback effects on instructor behaviors that varied across time and program changes.     

Increasing the Accuracy of Computerized Summaries of Court Case Activity

This study examined data reporting problems in a local trial court environment. Inaccuracies in computerized summaries of criminal court filing documents were chronic and created problems for other individuals in the judicial system. An error reduction management intervention employing monitoring, objectives, feedback, and praise was implemented in the Clerk's Office and two other county offices to increase the accuracy of the data reported. Data accuracy increased from 45% during baseline to 95% at follow-up. The contingencies within the court and the effect of these contingencies on the attempts of the researchers to implement the performance management program are discussed.     

The Relative Effects of Different Frequencies of Feedback on Work Performance

Abstract

This laboratory simulation examined the relative effects of two frequencies of feedback on work performance under hourly pay and incentive pay. The study had four experimental conditions: feedback delivered after every session under hourly pay and under incentive pay, and feedback delivered after every fourth session under hourly pay and under incentive pay. Thirty-five college students were randomly assigned to one of the four conditions. Each participant attended 24 thirty-minute sessions. Participants performed a simulated work task on the computer that consisted of computer-related activities such as dragging, clicking, and typing. The dependent variable was the number of correctly completed units of work. An analysis of covariance was conducted to analyze the data using pretest scores as a covariate. Participants who received feedback every session completed significantly more work units than participants who received feedback every fourth session. In addition, an interaction between feedback frequency and pay systems was found: Feedback delivered every session was more effective than feedback delivered every fourth session under the incentive pay system, but not under the hourly pay system. The results suggest that the relative effects of feedback frequency may depend upon the extent to which feedback is correlated with differential consequences for performance.     

Increasing Sales by Managing the Interlocking Contingencies Between Sales Representatives and Customers Using Behavioral Self-Monitoring

Interlocking contingencies that exist between a customer and sales representatives (SRs) may contribute to buying decisions. Verbal behaviors related to closing sales were identified by analyzing these contingencies statistically. Self-observation checklists were then implemented. On average, the six targeted verbal behaviors related to sales increased 12 percentage points over baseline, compared to a 2% point increase in the comparison group. These changes were associated with 126% more sales for the experimental group compared with 36% more sales for the comparison group. For each SR, this increase in sales translates into $1,094,444 more in annualized revenue.     

„Manchmal muss es einfach sehr schnell gehen …“

In career counseling, time and resources can sometimes be scarce. One case in point are scholarship holders. Some scholarship programmes include succinct individual career counseling sessions. This condensed counseling programme consists of a group workshop, a one-on-one coaching session and an individual remote follow-up. This consultation programme includes values clarification, an analysis of biography and career as well as a profile development. For this succinct form, intensive preparatory work on both sides is essential. The participants receive tasks and instructions beforehand. The results thereof are then the basis for the workshop and coaching session. Despite these challenging general conditions excellent results can be achieved.     

The Effects of a Combined Goal Setting,Feedback and Incentive Intervention on Job Performance in a Manufacturing Environment

Abstract

Baked anodes are used in finished aluminum production. Employees of a large multinational aluminum smelter were responsible for the production of more than 3500 baked anodes per week. During a 74 week long baseline (A) condition, production of unusable anodes exceeded 300 per week or 8.6 percent of their nominal 3500 anode production requirement. A problem analysis suggested that this high rate of defective anodes might have been due to weak antecedents, inefficient work procedures and weak performance contingencies. An intervention package that included a combination of goal setting, performance feedback, and tangible rewards was designed to strengthen antecedents and consequences of job performance. A performance feedback system was introduced with and remained constant across the three types of performance contingent rewards and three successively higher goal levels. The three reward and goal combinations were introduced to “strengthen” antecedents and performance contingencies within an A-B1-B2-B3-A with reversal to baseline conditions design. Anode reject rates were lower (better performance) during the three intervention phases compared to both the pre- and post-intervention baseline phase data. A dramatic performance improvement (lowered rate of rejects) was observed during the B3 phase that included the highest performance goal. These data demonstrate that a treatment combination of specific goal setting, feedback and tangible rewards can “strengthen” antecedents and performance contingencies resulting in improved objective performance in a manufacturing environment.     

Using Public Feedback and Competitive Rewards to Increase the Safe Driving of Pizza Deliverers

Abstract

This study investigated the effects of a safe driving competition facilitated by publicly-posted individual feedback. The turn-signal use, safety-belt use, and complete intersection stopping of 82 pizza deliverers were observed at two experimental and three control stores, as well as among the civilian population. After baseline observations, pizza deliverers received posted weekly individual feedback on their turn-signal use (at Store A) or complete intersection stops (at Store B). The deliverers' safe driving scores were posted individually on a vertical scale along with their names. Each week the deliverer with the highest average performance was rewarded with a free vehicle-maintenance coupon. Turn-signal use among drivers at Store A (n= 24) increased 22 percentage points from baseline to the intervention phase which was maintained into the withdrawal phase. Complete intersection stopping among drivers at Store B (n= 21) increased 17 percentage points from baseline to the intervention phase and was maintained into the withdrawal phase. Although the winners of the weekly competitions had the greatest increase in performance, non-winners also increased their instances of safe driving during the competition.     

“How May I Help You?” Improving Telephone Customer Service in a Medical Clinic Setting

The current study was carried out per management request to improve the overall quality of telephone customer service among appointment coordinators in a medical clinic. Exceptional telephone customer service included (a) using a standard greeting, (b) speaking in the appropriate tone of voice throughout the call, and (c) answering every call received by the unit. A preintervention analysis suggested that performance deficiencies resulted from weak antecedents, poor knowledge and skills, and weak performance contingencies. Task clarification, goal setting, feedback, and performance-contingent consequences were combined to improve these customer service behaviors for 20 full-time appointment coordinators at the clinic. The study used an ABÁ reversal design with weekly maintenance and 5-month follow-up observations. Introduction of the multicomponent intervention produced visible improvements in greeting (38% increase) and friendly voice tone (22% increase) behaviors; performance was maintained above baseline levels at 5 months postmaintenance. Abandon rates (the percentage of calls not answered by a live voice) remained fairly stable, on average. Findings support the use of a multicomponent intervention to increase telephone customer service behavior in medical clinic settings.     

Increasing the Accuracy of EpiPen Administration With a Brief Behavioral Skills Training Package in a School for Autism

Behavioral staff at a school for children with autism investigated the effects of a brief behavioral skills training procedure to promote the appropriate administration of the EpiPen in an emergency situation by school staff. A 10-item task analysis was created outlining the steps required to use the EpiPen effectively and safely and was validated by the school’s registered nurse. Following a pretest in which members of both groups completed a minimal number of steps, the experimental group was trained via instructions, modeling, praise, feedback, and role playing to correctly use the EpiPen whereas the control group received no such training. Posttest scores indicated that the brief intervention was an effective means of teaching appropriate administration of the EpiPen with school staff.     

Charismatic leadership and task feedback: A laboratory study of their effects on self-efficacy and task performance

This article examines the interactive effects of two different leadership styles (charismatic and noncharismatic) and three types of task feedback (internal, external, and no feedback) on individuals' self-efficacy and performance quality over four trials of a manufacturing task. Ninety-nine graduate students manufactured electrical wiring harnesses under the direction of either a charismatic or noncharismatic leader (an experimental confederate). Participants exposed to the charismatic leader had similar task performance regardless of task feedback condition, while participants exposed to the noncharismatic leader differed in their task performance depending on whether or not they received task feedback. Self-efficacy mediated the effect of task feedback and its interaction with charismatic leadership on performance. Explanations and implications of the results are discussed.     

Building physician managers and leaders: a model

A needs assessment identified leadership, management, and interpersonal skills as training and development areas for hospital's physician executives. Training sessions were developed and occurred quarterly over a two-year period. Development strategies were designed to enhance transfer of learning from the classroom setting and incorporated personalized coaching sessions, development of a peer mentoring program, group redesign of the performance appraisal process, strategic planning, and performance feedback sessions. The comprehensiveness of the approaches taken in this program is critical to successful training and development efforts of physician executives.     

Notes from an Introspective Behaviorist

Abstract

Based on the three-contingency model of performance management, I make the following argument: (1) Often, we fail to behave as we should because the natural contingencies supporting appropriate behavior are ineffective; the natural contingencies involve outcomes for each individual response that are either too small, though of cumulative significance, or outcomes that are too improbable. The delay of the outcome is essentially irrelevant. The psychodynamic model of the cognitive motivational theorists provides a poor explanation for why we fail to behave as we should. (2) The performance-management contingencies in organizational behavior management (OBM) must usually involve deadline-induced aversive control, even when they are based on powerful reinforcers. Furthermore, such performance management succeeds only to the extent that the person's behavioral history, “Jewish mother,” has inculcated an appropriate value system. Wiegand and Geller's critique of the necessity of the use of aversive control fails to take into account the necessity of deadlines and the difference between instrumental and hedonic reinforcers; furthermore, it greatly over values the power of intrinsic reinforcement contingencies in OBM.     

考虑策略型消费者行为的零售商订货及忠诚计划联合决策研究

顾客忠诚计划是零售商的重要销售策略之一. 本文针对两期折扣问题中零售商的订货和积分回馈计划投入的联合决策问题,基于完全理性假设,并结合问题的实际情况,考虑了全价期单期以及全价期和折扣期两期的积分回馈计划,构建了基于这两种积分回馈计划下的策略型消费者决策模型. 分析了不同积分回馈计划对策略型消费者行为的影响,进而讨论了零售商在不同决策下的收益情况,探索了零售商订货和积分回馈计划联合决策的制定. 研究发现：(1)积分回馈计划会对策略型消费者行为产生影响,从而影响零售商的决策和收益;(2)订货和忠诚计划制定的联合决策有利于零售商提高收益;(3)对于单位成本低的商品,面向全价期的积分回馈计划的最优收益提升较大;(4)对于商品价值与实际价格差异较小的商品,积分回馈计划对最优收益的提升作用较大. 具体而言,如果商品单位成本小于等于折扣价,则面向全价期的积分回馈计划的最优收益提升较大,反之,则面向全价期和折扣期的积分回馈计划的最优收益提升较大.     

The Interaction Effects of Frequency and Specificity of Feedback on Work Performance

ABSTRACT

This study investigated the interaction effect between specificity (specific vs. global) and frequency of feedback (frequent vs. infrequent) on the quality of work performance. Eighty participants were recruited and randomly assigned to one of the four groups: specific and frequent feedback, global and frequent feedback, specific and infrequent feedback, and global and infrequent feedback. A 2 × 2 factorial design was adopted. Participants were asked to work on a simulated order-fulfilling task and attended 24 sessions. The dependent variable was the error rate of the completed tasks. The results showed that more frequent feedback was more effective and specific feedback was more effective than global feedback in improving the quality of performance. Furthermore, an interactive effect between feedback frequency and specificity was found. Specific feedback was more effective than global feedback when the feedback was infrequent, but global feedback was comparable to specific feedback when it was frequent.     

R&D alliance portfolio and innovation in an emerging market: The role of business group affiliation and institutional reforms

The role of institutional factors in shaping the outcomes of research and development (R&D) alliance portfolios (APs) is underexplored in the extant literature. This study examines how institutional contingencies in an emerging market context affect the relationship between R&D AP composition (i.e., size and diversity) and firm innovation performance. This study draws on institutional perspective to suggest that business group affiliation (BGA) and institutional reforms positively moderate the relationship between R&D AP composition and innovation performance. A longitudinal empirical investigation conducted on a sample of 185 firms from Indian high-tech sectors, for the period 2003–2015, broadly supports our arguments. This study contributes to the AP and emerging markets literature by highlighting the effects of institutional contingencies of emerging markets on the outcomes of R&D APs.     

The Effects of Social Comparison and Objective Feedback on Work Performance Across Different Performance Levels

This study investigated the interaction effects of feedback content type (social comparison feedback vs. objective feedback) and two different performance levels (high vs. low) on work performance. One hundred fifty participants were recruited and asked to perform a simulated work task in a preliminary session. Based on their performance, the upper 40% (high performance) and lower 40% (low performance) groups were selected for the main experiment. Participants in each group were randomly assigned to the two different experimental conditions: objective feedback and social comparison feedback. For the participants in the objective feedback condition, information on the number of correctly completed work tasks was provided. For the participants in the social comparison feedback condition, rank information on their performance was provided. The results indicated that social comparison feedback was more effective than objective feedback for the high performers, but was less effective for the low performers.