Home / Lectures / Avi Kluger, The Hebrew University
The Myth of Learning and Motivating through Feedback

Avi Kluger, The Hebrew University
Description
Semester:
- Winter 1998
Speakers:
Lecture Time:
Fri, February 27, 1998 @ 1:30 pm to 3:00 pm
Lecture Location:
Room 4212, School of Education
Speaker Webpage(s):
http://pluto.huji.ac.il/~mskluger/kluger.html
Introduced By:
No introduction available.
Abstract
The common belief that feedback interventions improve performance ignores the numerous empirical findings showing that feedback is a double-edge sword. That is, in many cases feedback interventions cause a decline in performance. I recently supported this claim (Kluger & DeNisi, 1996, Psychological Bulletin) with a comprehensive meta-analysis of the feedback intervention literature, and I will present a brief summary of this work as a foundation for the theoretical discussion of the present talk. Next, I will show how feedback interventions may interfere with learning and discuss the complexity of the motivational processes induced by feedback interventions.
There are multiple indications that feedback interventions can interfere with performance through a learning mechanism. Feedback can interfere with performance by inducing recipient to attempt to learn, where such attempts are futile. Research on decision making has unearthed several circumstances where objective, non-threatening feedback interferes with learning and circumstances where less (information) is more effective in fostering learning. Therefore, alternatives to feedback interventions are discussed, including learning from errors, instruction without feedback, and goal-setting programs.
The complexity of the motivational processes induced by feedback interventions will described in the framework of new research designed to tests the arguments of the Feedback Intervention Theory (Kluger & DeNisi, 1996). I will show data suggesting that one crucial feature of feedback is its discrepancy from expectations. The data shows that feedback-expectation discrepancy is related not only to Arousal (Kluger et al, 1994, OBHDP) but also to attention distribution. These findings explain why there is no simple effect of feedback sign (positive vs. negative) on motivation and consequently on performance.
The talk will end with a discussion of the alternatives facing a manager wishing to increase productivity via training and motivational programs.
Recording & Additional Notes
No recordings available.
No additional notes available.