The Positive Effects of Easy Goals on Decision Quality and Risk Propensity in an MCPLP Task

In this study the potential performance benefits of easy goals were examined within the multiple cue probability learning paradigm (MCPLP). Specifically, the effects of varying levels of goal difficulty on performance and risk propensity (used to define a form of commitment) were investigated. With few exceptions, previous studies demonstrated support for difficult goals. In this study, contrary to the majority of past evidence, as goals became easier decision quality significantly improved. Moreover, risk propensity increased with easier goals and, as suggested by a post-hoc analysis, had more direct impact on decision makers’ behaviors than goal levels. Goal-related behavior in complex MCPLP tasks appears to significantly differ from the majority of goal evidence in other types of research due to the tendency for subjects to view complex task properties in the same context as goal levels.     

Group Incentives and Performance: A Study of Spontaneous Goal Setting, Goal Choice and Commitment

Building on previous results at the individual level, this study tested the differential effects of three forms of group incentives on aspects of group goal setting, and group performance. Relationships among group incentives, spontaneous goal setting, chosen group goal level, goal commitment, and group performance were examined. Results indicate that placing pay at risk increased the level of spontaneous group goal setting. Also, groups with the most pay at risk chose higher goals. For these groups, chosen group goal level mediated the group incentives-group performance relationship.     

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.     

Failure feedback as an affective event: Influences of leader affect on subordinate attitudes and performance

This experiment examines the impact of leader affect on subordinates in a failure feedback situation in the context of promotion and prevention task goals and whether or not the feedback was personalized or task focused. Results were consistent with expectations that negative leader affect displayed during feedback would produce lower perceptions of leader effectiveness and lower quality performance on a group task than positive leader affect. Also in line with expectations was the finding that leader affect interacted with goal type such that groups with a prevention goal perceived the negative affect leader more favorably than groups with a promotion goal. Goals also interacted with feedback focus. Prevention-goal groups identified more with the leader when feedback was personalized and promotion-goal groups identified more with the leader when the feedback was task focused, regardless of leader affect.     

A Behavioral Analysis of Goal Setting

Goal setting is a promising strategy for improving performance in organizational settings. This paper reviews goal setting from a behavior analytic perspective, discussing the function of goals and a number of key variables related to goal setting: goal difficulty, feedback on goal attainment and participation in goal setting. The advantages of utilizing behavior analytic methodology, such as objective measurement, clear specification of independent variables, intensive experimental designs and a behavioral theoretical framework are presented, along with suggestions for future research in the area.     

Responding to Inconsistent Performance Feedback on Multiple Goals: The Contingency Role of Decision Maker's Status in Introducing Changes

We advance performance feedback theory by showing how decision makers respond to inconsistent performance feedback on multiple goals, and how status shapes these responses for introducing behavioral changes. We argue that inconsistent performance feedback on primary and secondary goals decrease decision makers' propensity to initiate changes, while their high status operates both as a critical asset that motivates solution search for fixing a performance shortfall on a primary goal and as a resource buffer against self-enhancement beliefs when addressing inconsistent feedback on multiple goals. We test our arguments using a dataset of 107,791 Airbnb properties and find support for our hypotheses. We discuss the contributions of our findings to the performance feedback theory.     

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.     

A Performance Metric and Goal‐Setting Procedure for Deadline‐Oriented Processes

A performance metric and goal‐setting procedure is defined for an order fulfillment operation. In this operation, order requests arrive continuously, and filled orders are shipped at a specific time each day. The metric links the continuous operation of order fulfillment to the scheduled shipment times. To prescribe goals against the metric, a performance model is developed that incorporates the motivational effect of a goal. Goal‐Setting Theory is used to establish the performance goal and to show how to match arriving orders to deadlines based on their arrival times and expected processing times. Monte Carlo simulation on data from a large distribution center is used to demonstrate that setting these two parameters in the light of motivational research yields quite different results than doing so with an intuitive method. Moreover, a motivational goal leads to better operational performance; that is, correctly setting up the metric causes more customers to receive their orders sooner.     

Using evidence-based practices to enhance transfer of training: assessing the effectiveness of goal setting and behavioural observation scales

Using evidence-based practices we designed goal setting interventions, used in conjunction with behavioural observation scales (BOS), to facilitate transfer from a 2-day performance coaching programme. A total of 210 managers from public sector organisations took part in the study. Transfer was assessed using self-administered surveys and subordinate feedback (in the form of BOS). Transfer was high across all measures; however, our experimental design did not detect any positive effects for learning or behavioural outcome goals relative to being urged to Do Your Best (DYB). Results suggest that providing managers with BOS that outline the key skills covered in the training programme, having them set goals or urging them to do their best to use these skills back at work, and having workplace colleagues assess their performance at work using these BOS, may be sufficient to bring about transfer.     

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 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.     

Leading from different psychological distances: A construal-level perspective on vision communication,goal setting,and follower motivation

How should leaders construct and communicate their messages to most effectively motivate their employees? We offer an integrative framework to address the diverging and complementary nature of two established approaches to employee motivation: Vision communication and goal setting. Specifically, while vision communication involves formulating relatively abstract, far-reaching, and timeless messages, effective goal setting involves formulating specific, challenging and time-constrained objectives. Building on construal level theory of psychological distance, we argue that the experience of construal fit between the attributes of a message and the attributes of the situation will enhance its motivational effectiveness. We present a framework that addresses when visions and goals achieve construal fit and explains why and how construal fit leads to increased follower motivation. We discuss different approaches to integrating visions and goals, propose directions for future research, and illustrate how the notion of construal fit may be used for explaining key organizational phenomena.     

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 Relative Effects of Global and Specific Feedback on Safety Behaviors

The purposes of this study were to examine the relative effects of global and specific feedback on safety performance and to compare the generalization effects of such feedback on nontarget safety items at a construction site. Participants were 21 construction workers. An ABCB within-group design was adopted and the following conditions were introduced in sequence: baseline (A), global feedback (B), specific feedback (C), and global feedback (B). The results revealed comparable safety performance levels in the global and specific feedback conditions. However, global feedback produced a higher level of generalization effects on nontarget items than specific feedback did.     

The role of goal acceptance in goal setting and task performance

Goal setting has been widely used to enhance work motivation. This paper discusses the importance of goal acceptance in moderating goal setting effects and shows how workers' acceptance of goals can be influenced at various stages of the progression from goal setting to goal attainment. A heuristic organization of goal acceptance strategies is proposed as a basis for extending the theoretical framework underlying goal setting research.     

Specificity of Performance Feedback in a Professional Service Delivery Setting

Although feedback is one of the most widely used intervention strategies, data on the specificity of effects has been sparse. The current study examined the effects of individualized public feedback on maintenance of client charts by therapists in a clinic setting. Four types of charting errors were tracked throughout the study. In Phase 1, feedback on two types of charting errors was provided and withdrawn in an ABA fashion. Phase II was a systematic replication of Phase I, using a second group of therapists, in which feedback was provided on the other two types of charting errors in an AB fashion. Results showed that feedback affected only those errors on which it was provided, thus supporting a specificity view of feedback effects. It is suggested that target behaviors be carefully selected and that generalization of feedback effects be assessed and not assumed.     

Decreasing Delivery Drivers' Departure Times

Abstract

A performance feedback and goal setting procedure was used to improve the morning departure times for delivery drivers in a social services agency that provided meals to elderly clients. Daily group feedback with changing-criterion goal setting was delivered using charts in a publicly accessible area. Upon the onset of the intervention, performance improved significantly and accordingly reversed during the first withdrawal phase. These improvements were replicated in a second feedback phase but did not reverse in a second withdrawal phase. Individuals who were relatively low performers during the baseline phase saw their performance improve to equal that of relatively high performers during the intervention phases. This demonstration project replicates and extends a well-established OBM intervention to a transitional work environment.     

A Theoretical Model of Manufacturing Lead Times and Their Relationship to a Manufacturing Goal Hierarchy*

In recent years, manufacturing firms have realized that a new, higher level of global competition causes them to compete simultaneously on multiple manufacturing goals, such as quality, delivery, cost, and flexibility. In response to this realization, considerable research now focuses on the relationship of manufacturing improvement programs to manufacturing goals. However, to date, this research has not investigated the specific underlying statistical relationships between manufacturing goals and the shop floor. This study investigates manufacturing lead time linkages with manufacturing programs and manufacturing goals. The basic purpose of this study is to understand and explain how programs affect the elements of manufacturing lead time and how manufacturing lead time affects manufacturing goal capabilities. By understanding these linkages, managers can logically trace the effects of specific programs to their eventual effects on manufacturing goal capabilities. This study's most important finding is that statistical variations in the elements of lead time cause a tendency for certain manufacturing goals to be more difficult to control and achieve than others because of canonical relationships of lead time variances. To control these lead time variances, successful firms concentrate their early program targets first on achieving “fitness for use” quality, followed by delivery reliability, short delivery lead time and cost, current product flexibility, and lastly, new product flexibility. This study mathematically illustrates which improvement programs most affect manufacturing goals through their relationship to manufacturing lead time variance reduction. It suggests that firms improve goal performance by initially targeting improvement through setup time reduction programs, defect reduction programs, and preventive maintenance programs, to facilitate quality improvements. By targeting specific programs and their related lead time variances, firms improve their manufacturing facility competitiveness with minimum obstacles.     

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.     

Reducing Electricity Use on Campus: The Use of Prompts,Feedback, and Goal Setting to Decrease Excessive Classroom Lighting

Energy conservation is an important factor in both sustainability programs and operating costs faced by organizations. The current study used visual prompts, performance feedback, and goals setting to reduce unnecessary classroom lighting on a college campus. A package intervention was applied weekly over a semester using a multiple baseline design across three units, with one unit serving as a baseline-only control. Signs were hung in classrooms and updated weekly. The signs asked users to conserve energy by turning off the lights when the room is not in use, and indicated progress toward a goal for the current room as well as the building overall. The combined treatment successfully reduced unnecessary classroom lighting and generated interest in campus sustainability programs.