The Impact of Industry Globalization Pressure and Performance Feedback on Firm Internationalization

2017 ◽  
Vol 13 (4) ◽  
pp. 283-298
Author(s):  
Yun-Ah Song ◽  
◽  
Young-Soo Yang ◽  
Keyword(s):  
Performance Feedback ◽  
Firm Internationalization ◽  
And Performance ◽  
The Impact

scholarly journals The role of performance feedback consistency in aspiration level adaptation: Evidence from a European grocery retailer

2019 ◽  
Vol 45 (1) ◽  
pp. 18-29
Author(s):  
Burak Cem Konduk
Keyword(s):  
Performance Feedback ◽  
High Performance ◽  
Past Research ◽  
Aspiration Level ◽  
Performance Targets ◽  
Aspiration Levels ◽  
Organizational Attention ◽  
And Performance ◽  
The Impact

This study investigates whether and how the impact of drivers of aspiration levels changes across the cases of consistent and inconsistent performance feedback within the context of a retailer. Analysis of internal corporate data shows that while past aspiration level and performance–aspiration gap positively influence the current aspiration level in the case of inconsistent feedback, performance feedback consistency changes only the impact of performance relative to peers. This study replicates past research in a different industry and country due to limited empirical evidence, introduces real-world complexity into aspiration theory, pinpoints performance–aspiration gap as the primary performance feedback, introduces a new sign for the impact of performance relative to peers, and reconciles its previously detected mixed impact. The findings suggest that organizational attention has an inward focus in the case of inconsistent feedback. The results also point out that leaders can trigger change through a performance outcome that lags behind the corresponding aspiration level rather than the performance of peers and eventually move their organizations toward high performance targets by starting with feasible rather than stretch goals.

scholarly journals Evaluating the Effectiveness of Concurrent Review

2013 ◽  
Author(s):  
Celia McGillivray
Keyword(s):  
Quality Improvement ◽  
Performance Feedback ◽  
Practice Patterns ◽  
Standards Of Care ◽  
Stroke Patients ◽  
Improvement Strategy ◽  
Quality Improvement Strategy ◽  
Actual Performance ◽  
And Performance ◽  
The Impact

<p>Concurrent review may be seen as a relatively new quality improvement strategy or an improvement over an existing quality improvement strategy, but research is scant. This strategy incorporates several key elements of performance feedback, which may be broadly defined as sharing non-judgmental information to professionals regarding discrepancies between their actual performance and standards of care. The distinction between concurrent review and performance feedback is the timing of information provided. Concurrent review incorporates the provision ofmedical information regarding a provider's performance during the patient's hospitalization, so that the plan ofcare is altered. This study evaluated concurrent review by examining the impact on stroke measures and whether physician and nurse practice patterns in managing stroke patients were altered.</p>

The Impact of Integrated Support and Context on Treatment Implementation and Child Outcomes Following Behavioral Consultation

2021 ◽  
pp. 014544552110540
Author(s):  
George Noell ◽  
Kristin Gansle ◽  
Veronica Gulley
Keyword(s):  
Public Schools ◽  
Performance Feedback ◽  
Treatment Plan ◽  
Child Outcomes ◽  
Plan Implementation ◽  
Treatment Implementation ◽  
And Performance ◽  
Future Work ◽  
The Impact

Assuring treatment plan implementation following consultation is critically important because implementation is strongly related to outcomes. Treatment implementation has been hypothesized to be influenced by both the nature of the follow-up support provided and contextual variables. However, studies to date have not examined both issues while directly measuring implementation. This study examined treatment implementation following consultation for 48 teachers in public schools who had referred a student for intervention services in a randomized clinical field trial. Participating teachers in the experimental group received Integrated Support (IS). IS includes social influence, planning, and performance feedback elements. IS was compared to weekly follow-up meetings alone. Treatment implementation and child outcomes were markedly superior for IS as compared to weekly follow-up. Three school climate factors were found to be correlated with treatment implementation for the IS group, but not the weekly follow-up group. Participants rated treatment implementation, treatment acceptability, and consultant effectiveness positively and similarly across conditions. The implications of these findings for future work examining school culture, consultation and intervention are discussed.

Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays

2017 ◽  
Vol 38 (2) ◽  
pp. 68-81 ◽  
Author(s):  
Stephanie Gerow ◽  
Mandy Rispoli ◽  
Jennifer Ninci ◽  
Emily V. Gregori ◽  
Shanna Hagan-Burke
Keyword(s):  
Young Children ◽  
Parent Training ◽  
Performance Feedback ◽  
Developmental Delays ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication ◽  
Additional Training ◽  
And Performance ◽  
The Impact

The purpose of this study was to assess the impact of parent training on parent implementation of functional communication training (FCT) in the trained routine and in a novel routine. Three young children with developmental delays and their parents participated. A multiple-probe across parent-child dyads was used to evaluate the impact of parent training on parent fidelity of FCT. The data indicated that verbal and written instructions with performance feedback resulted in accurate implementation of FCT during the trained routine. The generalization assessment suggested that instructions and performance feedback promoted generalization for one parent and an additional training component was needed for another parent. The third parent did not complete the generalization assessment. The results suggest verbal and written instructions and performance feedback can lead to accurate implementation of FCT during the trained routine, but additional training components may be necessary to facilitate generalization to a novel routine.

Empowerment, Motivation, and Performance: Examining the Impact of Feedback and Incentives on Nonmanagement Employees

2007 ◽  
Vol 19 (1) ◽  
pp. 71-89 ◽  
Author(s):  
Andrea R. Drake ◽  
Jeffrey Wong ◽  
Stephen B. Salter
Keyword(s):  
Performance Feedback ◽  
Positive Association ◽  
Past Research ◽  
Employee Motivation ◽  
Three Dimensions ◽  
Negative Effects ◽  
Manager Perceptions ◽  
Performance Examining ◽  
And Performance ◽  
The Impact

Motivated employees play a key role in organization success, and past research indicates a positive association between perceptions of empowerment and motivation. A prominent model put forth by Spreitzer (1995) suggests that two major components of control systems will positively affect employee feelings of empowerment—performance feedback and performance-based reward systems. This experimental study contributes to the behavioral accounting literature by examining how specific types of performance feedback and performance-based rewards affect three psychological dimensions of empowerment. Also, we use a relatively simple context to investigate whether predictions validated on surveys of managers also hold for lower-level workers. Our results suggest that feedback and rewards affect the dimensions of empowerment differently for lower-level workers than they do for managers. Namely, performance feedback was positively associated with only one dimension and performance-based rewards had negative effects on two out of the three dimensions. In addition, overall motivation was not significantly associated with two of the three empowerment dimensions. Implications of this study are that techniques that work to increase manager perceptions of empowerment may not work at lower organizational levels and, even if successful, the related increase in employee motivation may not be significant.

“Just Engage in It or Not, You Get Out What You Put In”: Student and Staff Experiences of Feedback and Feedforward in Workplace-Based Learning Environments

2021 ◽  
pp. e20200124
Author(s):  
Sheena Warman ◽  
Sarah Kelly ◽  
Angela Hague ◽  
Andrew Blythe ◽  
Nigel D. Robb
Keyword(s):  
Social Work ◽  
Learning Environments ◽  
Performance Studies ◽  
Performance Feedback ◽  
Health Science ◽  
Future Performance ◽  
Nuanced Understanding ◽  
And Performance ◽  
Staff Experiences ◽  
The Impact

Feedback is central to student learning in the veterinary workplace. Feedforward, a related concept, is used to describe the way information about a student’s performance may be used to improve their future performance. Feedback and feedforward practices are diverse, with varied student and staff understandings of the nature and purpose of feedback (feedback literacy). This study compared the practices of feedback and feedforward in a range of programs in one institution during student transitions from the classroom to workplace-based learning environments. The study adopted a broad inter-professional approach to include health care programs as well as social work and theater and performance studies. Profession-specific focus groups were conducted with contribution from 28 students and 31 staff from five different professions. Thematic analysis revealed that students and staff shared an understanding of the feedback and feedforward concepts, and both groups recognized the importance of emotional and relational aspects of the process. Students and staff across all professions recognized the impact of time constraints on the feedback process, although this was particularly highlighted in the health science professions. Social work and theater and performance studies students demonstrated a more nuanced understanding of the emotional and relational aspects of feedback and feedforward. Overall, the approach highlights similarities and differences in practices and experiences in different workplace contexts, creating opportunities for cross-disciplinary learning, which may have relevance more widely in higher education programs with workplace-based elements. The study underpinned the development of the LeapForward feedback training resource ( https://bilt.online/the-leapforward-project/ ).

I Like Myself, I Really Do (at Least Right Now)

2020 ◽  
Vol 36 (1) ◽  
pp. 196-206 ◽  
Author(s):  
Almut Rudolph ◽  
Michela Schröder-Abé ◽  
Astrid Schütz
Keyword(s):  
Construct Validity ◽  
Performance Feedback ◽  
Repeated Measures ◽  
Temporal Stability ◽  
Social Feedback ◽  
Student Sample ◽  
Empirically Supported ◽  
Good Internal Consistency ◽  
And Performance ◽  
Induced Changes

Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

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