A PRELIMINARY EXAMINATION INTO THE DETERMINANTS OF SUPERVISORY FEEDBACK FREQUENCY
Abstract
A review of the literature on feedback processes in organizations indicated that the frequency of supervisory feedback to subordinates was an important aspect of the total feedback environment and positively related to a number of valued organizational outcomes. The limited previous research dealing with this topic suggested three potentially important determinants: the mode in which feedback is given, the degree of interdependence between supervisor and subordinate, and the level of subordinate performance. These three factors were manipulated in a simulated work environment created in the laboratory. Two levels of each factor were used: (1) written and face-to-face feedback modes, (2) low and high levels of interdependence, and (3) poor and good levels of subordinate performance. The design consisted of a 2 x 2 x 2 factorial analysis of variance, with repeated measures on the third factor--subordinate performance level. One-hundred introductory psychology students participated as subjects. They received: (1) training in how to perform a simple clerical task, (2) a set of task performance norms, and (3) a list of common task performance problems. They were then asked to supervise a four-man work group for a period of approximately one and one-half hours. Subordinates in all cases were paid confederates. Additionally, all worksheets were completed prior to the start of the experiment. Work sessions were structured such that subordinates ostensibly worked for 10 minutes, then took breaks for 5 minutes. Seven work periods were scheduled. Subjects functioning as supervisors were seated in private offices and could only give feedback to their subordinates during the 5-minute break periods. Thus, the dependent variable, supervisory feedback frequency, was defined as the number of times a given subordinate received feedback over the course of the entire work session. Results showed a strong main effect for the level of subordinate performance, indicating that supervisors gave feedback significantly more frequently to poor performers than to good ones. Also, a main effect for feedback mode was found, in which supervisors gave more frequent feedback when the mode was written than when it was face-to-face. These results were discussed in terms of their generalizability to actual organizations and suggestions for future research were presented.
Degree
Ph.D.
Subject Area
Occupational psychology
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