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 Temporal Placement of Feedback on Performance With and Without Goals

ABSTRACT

This report from the field evaluated the effects of temporal placement of feedback, and presence or absence of stated goals, on employee skill acquisition in the context of an organization-wide training. Four conditions were examined: feedback before performance with goals, feedback before performance without goals, feedback after performance with goals, and feedback after performance without goals. The results of this study found no statistically significant difference in performance across the four conditions.     

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.     

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.     

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.     

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 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.     

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.     

Exploring turnover intentions among three professional groups of employees

Abstract

Although considerable research effort has been devoted to understanding work attitudes, behaviours and outcomes regarding turnover intentions, little has been done to explore it across different professions. This study takes a step in this direction and examines the effect of affective commitment, job satisfaction and job performance on turnover intentions across three professions. To this end, we surveyed three professional groups of employees and managers: financial officers and social workers employed in the public sector and lawyers employed in the private sector. The results of these three studies show that turnover intentions vary across these professions. Social workers exhibit lower turnover intentions than financial officers and lawyers, who tend to exhibit high turnover intentions. In addition, we found that job satisfaction and affective commitment are negatively associated with turnover intentions, while no significant relationship was found to exist between job performance and turnover intentions. The implications of this study suggest that both researchers and practitioners should take into consideration not only the organizational context, but also the occupational context while exploring the process of voluntary turnover.     

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.     

A Comparison of Immediate and Post-Session Feedback with Behavioral Skills Training to Improve Interview Skills in College Students

ABSTRACT

Successful interviewing skills help maximize the probability that a job candidate will make a positive impression upon a prospective employer. Previous research described a method to increase appropriate interview skills using Behavioral Skills Training (BST) with post-session feedback. Immediate feedback has been shown as an effective method that may improve the effectiveness and efficiency of the training package described by previous research. The purpose of this study was to replicate past studies using BST to improve interview skills of college students and extend the study by comparing post-session and immediate feedback. All participants demonstrated improvements in interview skills, thus replicating previous findings. More specifically, BST with immediate feedback showed greater acquisition, maintenance, and generalization, with fewer training minutes required to meet mastery criteria compared to BST with post-session feedback.     

Using Scorecards and a Lottery to Improve the Performance of Behavior Technicians in Two Autism Treatment Clinics

ABSTRACT

Performance scorecards are tools that measure staff performance across multiple criteria to produce a single, overall performance score, which can be used as feedback for employees. While scorecards are considered a low-cost and effective approach to improve performance, published research demonstrating the effectiveness of scorecards is limited. The current study attempted to first demonstrate the effectiveness of scorecard feedback to improve performance, then, evaluate the added effects of linking the scorecard feedback to a lottery. Current results suggest scorecard feedback can modestly improve average employee performance, and linking the scorecard to a lottery may result in further performance improvements.     

Combining Workstation Design and Performance Management to Increase Ergonomically Correct Computer Typing Postures

The effects of workstation changes and a performance management (PM) package on seven typing postures were examined for seven office workers. Workstation adjustments were implemented first. Two participants increased five safe postures by 50% or more. The effects of a PM package on postures that did not improve by 50% were then examined using a multiple baseline design across participants. The PM package included information, feedback, and praise. Composite percent safe scores for postures targeted in the PM package increased for all seven participants, with increases ranging from 54% to 80%. Results suggest that it is beneficial to combine ergonomic design and performance management in office ergonomic programs.     

Increasing Physical Therapy Equipment Preparation Using Task Clarification,Feedback and Environmental Manipulations

The purpose of this study was to increase completion of tasks related to morning preparation procedures among 2 full-time and 4 part-time employees at a physical therapy clinic. A functional assessment was conducted to aid in the development of the treatment package consisting of graphic feedback, task clarification, and equipment manipulations. Later, graphic feedback was replaced with verbal feedback from the manager to facilitate maintenance of the intervention by the manager. During baseline, the mean checklist completion percentage was 18.4% and 56.5% for the therapy area and the hygienic activity area, respectively. This improved to 82.1% and 90.3% during the first intervention phase and remained above baseline levels at 75.6% and 100% during the second intervention phase. The results of this study suggest that the package intervention derived from the assessment was effective at increasing preparation task completion. Performance maintained above baseline levels at a three-month follow-up observation for the therapy area (50%) and the hygienic activity area (83.3%). According to the treatment acceptability assessment, graphic and verbal feedback were viewed as favorable by employees.     

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.     

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.     

Models,methods and tools for interorganizational logistics operations

Enterprise modelling is today one of the key techniques to improve the performances of an enterprise. This paper first defines enterprise modelling techniques as compared to BPR techniques. Then the latest developments in GRAI methodology are presented. Finally, examples of industrial applications are presented for three methods: GIM (GRAI Integrated Method) for re-engineering, GIMSOFT for the choice of an ERP software package and ECOGRAI for the design and implementation of performance indicator system.     

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.     

Attempts to Increase Vehicle Safety-Belt Use Among Industry Workers

Abstract

A multiple intervention level hierarchy was evaluated with systematic implementation of successive interventions over a period of two years. Successive applications of written prompts, goal-setting, goal-setting plus feedback, and promise-card commitment interventions did not significantly impact the safety-belt use of 556 employees at a manufacturing plant in southwest Virginia. A modest increase in safety-belt use (from 59% to 68%) occurred only when a promise-card commitment strategy was combined with an incentive/reward strategy. These data support a multiple intervention level hierarchy which suggests that repeated attempts to change behavior with interventions at the same level of intrusiveness will not affect behavior uninfluenced by the first attempt at that level. A flow of behavior change model (Geller, 1999) is used to explain the impact of interventions on people at different stages of readiness for behavior change and to extend the multiple intervention level model. Suggestions are given for selecting the most appropriate behavior change strategy for large-scale applications.     

Using Task Clarification and Feedback Training to Improve Staff Performance in an East African Nongovernmental Organization

The present study used a multiple-baseline design to illustrate the effectiveness of an intervention package consisting of a multipurpose job aid and feedback training in improving the performance of supervisors and animal trainers in a nongovernmental organization headquartered in East Africa. Prior to the intervention, the performance of three supervisors and three animal trainers was suboptimal. Performance improved when supervisors were taught to use the job aid and provide feedback, and reached a high and consistent level during a subsequent phase, in which supervisors used the job aid independently. Limited maintenance and generalization data suggest that the intervention package produced lasting and generalized effects, and social validity data suggest that supervisors viewed the intervention as acceptable. These findings appear to be the first experimentally controlled demonstration of the potential value of organizational behavior management in improving performance in nongovernmental organizations working in resource-poor areas.