Objective Performance Feedback: Is Numerical Accuracy Necessary?

Performance feedback is ubiquitous in Organizational Behavior Management (OBM); yet its essential components are still debated. It has been assumed that performance feedback must be accurate, but this assumption has not been well established. Two experiments were carried out to research feedback accuracy. Experiment 1 was a single-subject design where performance feedback accuracy was manipulated. Results from Experiment 1 suggested feedback may not need to be accurate to improve performance prompting a follow-up study. Experiment 2 was a repeated measures between-groups design with three types of objective feedback: accurate, high (triple) and low (1/3) inaccurate, and no feedback control. Both accurate and tripled feedback significantly improved performance over the control and low-inaccurate feedback groups. Performance feedback may have reduced time off-task across all three feedback conditions compared to the control. Data from performance feedback research need multi-faceted analysis to fully understand how and why performance feedback changes behavior.     

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.     

正面反馈的盛名综合症效应：正向激励何以加剧绩效报酬对创造力的抑制？

正面反馈通常被认为是一种低成本且行之有效的正向激励手段,但结果如何不甚明了。根植于本土"面子"文化,基于反馈加工过程模型,从反馈效价、反馈情境以及反馈接收者特质三方面出发,构建了一个嵌套被中介调节效应的三项交互模型,通过设计3项研究,旨在探讨绩效激励下的正面反馈反应机制。研究1结果显示,正面反馈调节绩效报酬对创造力的倒"U"型影响,且调节效应因员工胜任感知不同而存在差异,即在高激励强度下提供高的正面反馈反而加剧绩效报酬对个体尤其是低胜任感知个体创造力的抑制。研究2探索了上述负效应的成因,揭示了盛名综合症的中介作用。研究3进一步揭示,由于低胜任感知诱发的盛名综合症,强化了正面反馈对表现目标导向的引导作用,从而加剧绩效报酬对创造力的抑制。     

废旧家电逆向物流综合效益评价研究

目前,废旧家电回收处理已成为全球实现资源再利用的共性问题,建立废旧家电逆向物流体系迫在眉睫。选取经济效益、管理水平、社会效益3个方面的指标,运用层次分析法（AHP）、360度反馈法与模糊综合评价法（FCE）对废旧家电逆向物流的综合效益进行评价,构建起比较完整的废旧家电逆向物流评价模型,并通过算例验证该方法的有效性。     

Feedback Mechanisms,Judgment Bias,and Trust Formation in Online Auctions*

Online markets, like eBay, Amazon, and others rely on electronic reputation or feedback systems to curtail adverse selection and moral hazard risks and promote trust among participants in the marketplace. These systems are based on the idea that providing information about a trader's past behavior (performance on previous market transactions) allows market participants to form judgments regarding the trustworthiness of potential interlocutors in the marketplace. It is often assumed, however, that traders correctly process the data presented by these systems when updating their initial beliefs. In this article, we demonstrate that this assumption does not hold. Using a controlled laboratory experiment simulating an online auction site with 127 participants acting as buyers, we find that participants interpret seller feedback information in a biased (non‐Bayesian) fashion, overemphasizing the compositional strength (i.e., the proportion of positive ratings) of the reputational information and underemphasizing the weight (predictive validity) of the evidence as represented by the total number of transactions rated. Significantly, we also find that the degree to which buyers misweigh seller feedback information is moderated by the presentation format of the feedback system as well as attitudinal and psychological attributes of the buyer. Specifically, we find that buyers process feedback data presented in an Amazon‐like format—a format that more prominently emphasizes the strength dimension of feedback information—in a more biased (less‐Bayesian) manner than identical ratings data presented using an eBay‐like format. We further find that participants with greater institution‐based trust (i.e., structural assurance) and prior online shopping experience interpreted feedback data in a more biased (less‐Bayesian) manner. The implications of these findings for both research and practice are discussed.     

系统论三原理在大学英语阅读课教学中的运用

大学英语阅读课教学是一个由学生、教学目标、教学内容、教学方法、教师、教学环境和教学反馈等要素构成的一个整体系统。对系统理论的三个原理,整体原理、有序原理和反馈原理在大学英语阅读课教学中的运用做了初步探讨,其目的是更好地提高教学质量和课堂教学效率。     

效忠主管与员工工作绩效的关系:反馈寻求行为和权力距离的影响

效忠主管一直是华人组织经久不衰的议题,尽管已有文献认为员工效忠主管有助于提升其工作绩效,然而关于效忠主管通过怎样的具体机制来影响员工工作绩效却并未得到系统的阐释。本文以14家企业的360名员工为样本,探讨了效忠主管对工作绩效的影响机制,尤其是研究员工反馈寻求行为在其中的中介作用及员工权力距离的调节作用。分析结果表明,效忠主管对员工工作绩效、反馈寻求行为都有显著的正向影响;反馈寻求行为在效忠主管与工作绩效关系中起完全中介作用。另外,员工的权力距离负向调节了效忠主管与反馈寻求行为的正相关关系,即员工的权力距离越低,两者的正向相关关系越强。     

Belief heterogeneity and contributions decay among conditional cooperators in public goods games

It is well-established that in finitely repeated linear public goods games, contributions decay over time with increasing free-riding. Prior researchers have appealed to notions of conditional cooperation coupled with self-interest to explain this phenomenon. We explore a complementary explanation for contributions falling over time. We show that there can be considerable heterogeneity in the distribution of initial beliefs among conditional cooperators, with subjects holding either optimistic or pessimistic beliefs regarding their peers’ cooperativeness. Therefore, what is often perceived as purely self-regarding behavior may well be “conditional free-riding” by pessimistic reciprocators. These differences in prior beliefs, and subjects’ contribution choices in response to those differing priors, can also generate a process of decay over and above self-serving biases or the interaction between reciprocators and free-riders.     

社会工作本科毕业生对专业教学的反馈研究

随着中国社会工作教育的蓬勃发展,大量社会工作毕业生已经走入工作岗位,可以从工作情境的实际需要出发对本科专业教育提供丰富的反馈意见。本研究以天津师范大学社会工作毕业生为研究对象,试图了解毕业生们就业和职业适应状况以及他们对本科教学的看法和评价,以期为今后社会工作专业教育教学改革提供较为客观和现实的指导和建议。     

互动条件下的大学英语课堂教师话语的运用

就目前的大学英语课堂而言,教师话语过多学生话语过少;教师的话语中因为缺少应有的启发性和趣味性而显得枯燥呆板,整个教学过程缺少互动,尤其缺乏启发式,开放式的提问;对于学生的课堂表现教师本人缺乏及时准确和正确的评价。因此教师只有苦练基本功,提高自身话语的趣味性和感染力,只有不断改进自己的教学方法,恰当运用提问技巧,并对学生的课堂表现适时做出积极的反馈,才能获得较好的英语课堂教学效果并促进全体学生英语水平的发展。