Weekly Feedback vs. Daily Feedback

Abstract

Two experiments were conducted in a retail setting to (a) assess the effectiveness of a multi-component performance management intervention and (b) compare the effectiveness of weekly and daily feedback. During the first experiment, a multiple baseline design was used to evaluate the effectiveness of task clarification, goal setting, access to preferred items contingent upon goal attainment, and weekly graphic feedback on the completion of routine maintenance tasks in a framing and art store. During phase 1 of the second experiment, an AB design was used to replicate the effects of this intervention on similar tasks in a new store location with the same participants. During phase 2 of the second experiment, a multiple baseline design was used to assess the effectiveness of the intervention when daily feedback replaced weekly feedback. Results indicate that the multi-component intervention was effective in both experiments, and that daily feedback may have enhanced the effectiveness of the intervention.     

The Effects of Graphic Feedback,Goal Setting,and Manager Praise on Customer Service Behaviors

Abstract

The current study used a multiple baseline design to investigate the effects of graphic feedback, goal setting, and manager praise on customer service behaviors in a large retail setting. Direct observation of customer greeting, eye contact, and smiling was used to collect data. After baseline data were collected feedback graphs were posted twice each week in the employee break room. A second intervention phase included goal setting and manager praise. Goals were developed based on employees' prior performance and were posted on the graphs. Managers then delivered immediate, verbal praise to employees. Graphic feedback produced slight increases in the customer interaction variables in the front of stores 1 and 2. Another small increase in performance was seen in the back of store 1 and the front and back of store 2 with the implementation of the interventions.     

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.     

The Effects of a Combined Task Clarification,Goal Setting,Feedback, and Performance Contingent Consequence Intervention Package on Telephone Customer Service in a Medical Clinic Environment

Abstract

Appointment coordinators at a mid-western medical clinic were to provide exceptional telephone customer service. This included using a standard greeting, speaking in an appropriate tone of voice during the conversation, and using a standard closing to end the call. An analysis suggested performance deficiencies resulted from weak antecedents, poor knowledge and skills, and weak performance contingencies. An intervention package consisting of task clarification, goal setting, feedback, and performance contingent consequences was designed to improve customer service behaviors of four participating appointment coordinators. An ABAB reversal design was used, and overall performances of all four participants increased during intervention phases. This study indicates that a multi-component intervention may be an effective strategy to increase telephone customer service behavior in medical clinic settings.     

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.     

Increasing Following Headway in a Driving Simulator and Transfer to Real World Driving

ABSTRACT

The effects of a package intervention including prompts, goal setting, feedback, education, and behavioral self-monitoring to increase following headway (decrease tailgating) of three young drivers were evaluated in a simulated driving environment. Another objective of the present study was to determine if the effects of the package intervention would maintain in the simulator and transfer to real-world driving by assessing driving behavior recorded using a black box video camera in the participants’ vehicles. During intervention, drivers were prompted to increase following headway and were provided a specific target for following headway. The participants were asked to estimate following headway after each session and when the session ended were given feedback on actual following headway. The introduction of the treatment package in the simulator was associated with an increase in following headway for all participants. During the reversal phase maintenance occurred for all participants. The effects transferred to real-world driving for all participants. Teaching young drivers in a simulator to increase following headway may be one strategy to decrease the risk of crashes.     

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.     

Graphic Feedback,Performance Feedback,and Goal Setting Increased Staff Compliance With a Data Collection Task at a Large Residential Facility

Because of budgetary constraints, human service organizations frequently expect consultants to recommend methods to enhance staff performance that require little or no additional funding. The current study utilized a multiple baseline across settings design to evaluate and compare the effects of a single intervention and a packaged intervention including graphic feedback and goal setting on approximately 200 direct care staff as a group, to improve the data collection procedure at a residential treatment facility. The single intervention showed some improvement, whereas the packaged intervention yielded substantial improvements and was maintained.     

Use of the Performance Diagnostic Checklist to Select an Intervention Designed to Increase the Offering of Promotional Stamps at Two Sites of a Restaurant Franchise

Abstract

The performance diagnostic checklist (PDC) was administered to examine the variables influencing the offering of promotional stamps by employees at two sites of a restaurant franchise. PDC results suggested that a lack of appropriate antecedents, equipment and processes, and consequences were responsible for the deficits. Based on these results, an intervention consisting of task clarification, self-monitoring, equipment modification, goal setting, and graphic feedback was implemented and evaluated with a multiple baseline design across settings. The results for restaurant 1 yielded baseline and intervention means of 25% and 72%, respectively. The results for restaurant 2 yielded baseline and intervention means of 11% and 80%, respectively. Overall, these results suggest that the PDC is a useful tool for guiding intervention selection for performance deficits which occur across more than one site.     

Improving the Quality of Hotel Banquet Staff Performance

The banquet staff at a north Texas hotel were responsible for setting up 11 different functions for conferences and meetings. The functions were often set up late and items were often omitted. An analysis suggested that performance problems were Ihe result of weak antecedents, inefficient work procedures, inadequate training, and weak performance contingencies. A treatment package consisting of task checklists, feedback, goal setting, monetary bonuses for quality performance, training and job aids was designed to enhance the accuracy and timeliness of function setups. Performance increased from an average of 68.8% on a quality measure (accuracy plus timeliness of setups) in baseline to 99.7% during the treatment phase. Performance decreased to 82.3% during a second baseline phase in which the intervention was discontinued by hotel management. Performance increased to 99.3% with the reintroduction of the treatment package. Customer satisfaction ratings of banquet setups and service were high during the interventions. Treatment effects are discussed with respect to rule-governed behavior.     

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.     

An Evaluation of the Effects of Very Difficult Goals

In 1968 the first cohesive theory on goal setting proposed that difficult goals produce higher levels of performance than easy goals and that specific goals produce a higher level of performance than “do your best” goals. While over 40 years of research supports this theory, there has been some discrepancy regarding the use of very difficult goals. This study was designed to examine the effects on performance of different levels of performance improvement goals and two different types of feedback, as feedback is often used in conjunction with goal setting. A group design was used with participants receiving one of two goal levels, and two different types of feedback. While no significant effects were found between the two types of feedback, goal level produced significant results in terms of performance and accuracy.     

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.     

Teaching Employees How to Receive Feedback: A Preliminary Investigation

ABSTRACT

There is a substantial literature on how to deliver feedback to change performance. However, to date no research has been conducted on teaching employees how to effectively receive feedback, even though employee behavior during a feedback session could moderate the effects of feedback. Thus, we developed a list of skills that should be exhibited by an employee while receiving verbal feedback. We then evaluated their acquisition after behavioral skills training using a nonconcurrent multiple-baseline design across participants. The results showed that participants were able to acquire and maintain appropriate feedback receiving behavior.     

A Goal-Setting and Feedback Intervention to Increase ID-Checking Behavior: An Assessment of Social Validity and Behavioral Impact

A participative goal-setting and feedback intervention increased cashiers' identification-checking behavior at a large grocery store. The cashiers' identification-checking percentages increased from 0.2% at baseline to 9.7% during the intervention phase and then declined to 2.3% during withdrawal. At the control store, the percentages of identification-checked purchases were 0.3%, 0.4%, and 0.7%, respectively, during the A-B-A phases at the intervention store. A comprehensive social-validity assessment showed ID-checking to be accepted by both cashiers and customers.     

The Impact of Authority Relations and Feedback Delivery Method on Performance

ABSTRACT

The proliferation of technology has been changing feedback delivery methods in organizations. However, the effectiveness of feedback delivery methods can vary depending on social dynamics (e.g., authority relations) in the organization. The current study was designed to examine the impact of authority relations and feedback delivery methods on performance. A total of 120 participants were recruited to work on a simulated cell-phone assembly task and were exposed to one of the four feedback conditions: (a) authority figure with face-to-face feedback, (b) authority figure with e-mail feedback, (c) non-authority figure with face-to-face feedback, and (d) non-authority figure with e-mail feedback. Results showed that while both feedback delivery methods resulted in high performance with the presence of an authority figure, only face-to-face feedback resulted in high performance with a non-authority figure. Practical considerations for effective feedback delivery methods in relation to authority figures are also discussed.     

Keeping an Uphill Edge

Abstract

Several behaviors in a ski shop were identified as being deficient using Austin's Performance Diagnostic Checklist (2000) and Daniels and Daniels' PIC/NIC Analysis (2004). During a 4-week baseline, 7 cleaning behaviors were monitored and 5 were subsequently targeted in an intervention package using an ABC design. The intervention included: a task clarification session, a posted behavioral checklist, graphic feedback of the group's performance for the previous week, and daily task-specific feedback. Immediately after the checklist was posted, the frequency of employee cleaning behaviors increased 52%. Cleaning behaviors increased an additional 12% after the implementation of daily task-specific feedback. Results suggest the interventions generalized to the 2 cleaning behaviors not mentioned in the task-clarification session.     

Improving Closing Task Completion in a Drugstore

A within-subject ABAB reversal design was utilized to investigate the effects of graphic feedback and goal setting on employee closing task completion. Goal setting was contingent upon baseline performance and graphic feedback was posted weekly. It was found that goal setting and graphic feedback improved employee closing task completion.     

Examining the Effects of Feedback Accuracy and Timing on Skill Acquisition

ABSTRACT

Feedback involves providing information about past performance and indicating how to improve future performance. Although the literature contains numerous examples of feedback as an effective method for improving performance across a range of organizational settings, much remains unknown about the specifics of how feedback acts to change behavior. This study evaluated the combined effects of feedback accuracy (100%, 80%, 20%) and timing (feedback following each trial or after a block of 25 trials) on skill acquisition in undergraduate students when presented with a computerized match-to-sample task that required participants to learn the names of shapes. Results reveal that feedback accuracy had a significantly greater effect on performance than the timing of the feedback.     

“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.