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Feedback specificity, information processing, and transfer of training

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  • Goodman, Jodi S.
  • Wood, Robert E.
  • Chen, Zheng

Abstract

This study examines the effects of feedback specificity on transfer of training and the mechanisms through which feedback can enhance or inhibit transfer. We used concurrent verbal protocol methodology to elicit and operationalize the explicit information processing activities used by 48 trainees performing the Furniture Factory computer simulation. We hypothesized and found support for a moderated mediation model. Increasing feedback specificity influenced the exposure trainees had to different task conditions and negatively affected their levels of explicit information processing. In turn, explicit information processes and levels of exposure to different task conditions interacted to impact transfer of training. Those who received less specific feedback relied more heavily on explicit information processing and had more exposure to the challenging aspects of the task than those who received more specific feedback, which differentially affected what they learned about the task. We discuss how feedback specificity and exposure to different task conditions may prime different learning processes.

Suggested Citation

  • Goodman, Jodi S. & Wood, Robert E. & Chen, Zheng, 2011. "Feedback specificity, information processing, and transfer of training," Organizational Behavior and Human Decision Processes, Elsevier, vol. 115(2), pages 253-267, July.
    • Handle: RePEc:eee:jobhdp:v:115:y:2011:i:2:p:253-267
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    References listed on IDEAS

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    1. Goodman, Jodi S., 1998. "The Interactive Effects of Task and External Feedback on Practice Performance and Learning," Organizational Behavior and Human Decision Processes, Elsevier, vol. 76(3), pages 223-252, December.
    2. Wood, Robert & Bandura, Albert & Bailey, Trevor, 1990. "Mechanisms governing organizational performance in complex decision-making environments," Organizational Behavior and Human Decision Processes, Elsevier, vol. 46(2), pages 181-201, August.
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    Cited by:

    1. Christiane Hinerasky, 2014. "Advances in Training Evaluation - Psychological, Educational, Economic, and Econometric Perspectives on the Kirkpatrick Model," Working Papers Dissertations 14, Paderborn University, Faculty of Business Administration and Economics.
    2. Chun, Jinseok S. & Brockner, Joel & De Cremer, David, 2018. "How temporal and social comparisons in performance evaluation affect fairness perceptions," Organizational Behavior and Human Decision Processes, Elsevier, vol. 145(C), pages 1-15.
    3. Allal-Chérif, Oihab & Lombardo, Evelyne & Jaotombo, Franck, 2022. "Serious games for managers: Creating cognitive, financial, technological, social, and emotional value in in-service training," Journal of Business Research, Elsevier, vol. 146(C), pages 166-175.
    4. Andiola, Lindsay M., 2014. "Performance feedback in the audit environment: A review and synthesis of research on the behavioral effects," Journal of Accounting Literature, Elsevier, vol. 33(1), pages 1-36.
    5. Açıkgöz, Atif & Latham, Gary P., 2022. "Self-Set learning goals and service performance in a gig economy: A Moderated-Mediation role of improvisation and mindful metacognition," Journal of Business Research, Elsevier, vol. 139(C), pages 1553-1563.
    6. Christiane Hinerasky & Rene Fahr, 2014. "Learning Outcomes, Feedback, and the Performance Effects of a Training Program," Working Papers Dissertations 16, Paderborn University, Faculty of Business Administration and Economics.

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