• The Journal of Information Systems
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• v.23 no.2
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• pp.91-107
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• 2014

In computer-mediated idea generation where contributions can be anonymous, the ability to accurately monitor performances is limited, inducing social loafing. Prior research has suggested that social loafing is likely an important factor in reducing task performance. Researchers have theorized that loafing could be minimized if clear performance feedback is provided. Our prior study evidences a substantial performance gain by the provision of real time performance information about who is contributing and who is not. However, our prior study incorporated the quantity feedback only to create a larger pool of ideas based on the long-standing assumption (i.e., quantity breeds quality), not considering the quality feedback. As a result, taking advantage of anonymity in the form of pseudonymity, individuals in almost all groups exhibited a tendency of self-presentation by capitalizing on ideas of which quality was low and even frivolous (i.e., junk comments) toward the later stages of the session. Thus, we have learned that the quantity performance feedback alone does not have enough restrictiveness to consistently control the performance behavior throughout the session. Since a process chart allows participants to monitor process variation by comparing new performance data to past performance data, we incorporated real-time visual process performance feedback to reveal performance histories by connecting the sequence of idea quality scores in a time-series format. Using this environment, a laboratory experiment was conducted with five-member groups that examined the influence of both identifiability (i.e., anonymity versus pseudonymity) and process performance feedback (i.e., yes or no) in a $2{\times}2$ factorial design. The result showed that groups in the process performance feedback treatment outperformed groups in the no feedback treatment. Additionally, process performance feedback and identifiability interacted such that groups in the process performance feedback/pseudonymity treatment had the highest performance. The implications of these findings for future research, as well as the implications for the design of group idea generation procedures are discussed.

• The Journal of Information Systems
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• v.26 no.4
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• pp.1-15
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• 2017

Purpose Through the provision of real time performance information about who is contributing and who is not in Electronic Brainstorming, prior studies evidenced a significant performance gain. However, it has been observed that the quantity-based performance feedback alone does not have enough restrictiveness to guide the performance behavior throughout the idea generation session. We included the notion of goal setting into the process performance feedback mechanism in an effort to regulate performance behavior and to better understand why individuals in Electronic Brainstorming are not obtaining enough stimulation benefits in the group interaction process. Design/methodology/approach We had developed real-time visual process performance feedback and modified to include goal setting. This mechanism visually displays individuals' performances two-dimensionally (quality for each idea vertically and quantity of ideas horizontally along with their goals). As individuals' contributions accumulate, the mechanism reveals performance histories by connecting the sequence of ideas in a time-series format, telling stories of individuals' performances. Then, we compared the performance outcome from this study with the outcomes from two prior studies (i.e., Jung et al., 2010 and Jung, 2014). Findings The results showed that the inclusion of goal setting into the process performance feedback solved the issue in the previous study. That was the lower than expected magnitude of performance enhancement of process performance feedback when compared to that of quantity-based feedback. It appears that goals as a motivational technique provide standards for systematic self-evaluation, serving as a cue to regulate performance behavior by strengthening the linkage between effort and performance. Thus, goals seem to set up a self-fulfilling prophecy, preconditioning better performance. However, the outcome still showed that its performance magnitude is unsatisfactory because the outcome of this study turned out to be close to the outcome of just quantity-based performance feedback in Jung et al.'s (2010) study.

• Journal of the Korea Safety Management & Science
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• v.7 no.5
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• pp.213-231
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• 2005

Assignable causes producing temporary deviation from the underlying system can influence on process adjustment and process monitoring in dynamic feedback control system. In this paper, the influence of assignable causes on EWMA forecasts and compensatory variables are derived for a dynamic feedback control system. An example is presented to confirm the impact numerically through the analysis of a data.

• Journal of Korean Society for Quality Management
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• v.31 no.2
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• pp.183-193
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• 2003

A special cause producing temporary deviation in the underlying process can influence on process adjustment in responsive feedback control system. In this paper, the impact of special causes on the EWMA(Exponentially Weighted Moving Average) forecasts and the process adjustment that is based on the EWMA forecasts are derived. For some special causes with patterned type of contamination, the influence of the causes on the output process are explicitly investigated. A data set, contaminated by a special cause of level shift, is analyzed to evaluate the impact numerically.

• Journal of Korean Society for Quality Management
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• v.32 no.2
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• pp.201-211
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• 2004

Process adjustment is a complimentary tool to process monitoring in process control. Process adjustment directs on maintaining a process output close to a target value by manipulating another controllable variable, by which significant process improvement can be achieved. Therefore, this approach can be applied to the 'Improve' stage of Six Sigma strategy. Though the optimal control rule minimizes process variability in general, it may not properly function when special causes occur in underlying process, resulting in off-target bias and increased variability in the adjusted output process, possibly for long periods. In this paper, we consider a responsive feedback control system and the minimum mean square error control rule. The bias in the adjusted output process is investigated in a general framework, especially focussing on stationary underlying process and the special cause of level shift type. Illustrative examples are employed to illustrate the issues discussed.

• Proceedings of the Korean Society for Quality Management Conference
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• 2004.04a
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• pp.425-429
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• 2004

Process adjustment Is a complimentary tool to process monitoring in process control. Process adjustment directs on maintaining a process output close to a target value by manipulating another controllable variable, by which significant process improvement can be achieved. Therefore, this approach can be applied to the 'Improve' stage of Six Sigma strategy. Though the optimal control rule minimizes process variability in general, it may not properly function when special causes occur in underlying process, resulting in off-target bias and increased variability in the adjusted output process, possibly for long periods. In this paper, we consider a responsive feedback control system and the minimum mean square error control rule. The bias in the adjusted output process is investigated in a general framework, especially focussing on stationary underlying process and the special cause of level shift type. Illustrative examples are employed to illustrate the issues discussed.

• Proceedings of the Safety Management and Science Conference
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• 2000.11a
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• pp.203-216
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• 2000

In this paper, we Investigate rationales for feedback adjustment using some techniques associated with automatic process control based on some nonstatioary disturbance models. Feedback-control schemes are often operated so that the nature of the disturbance that is being compensated is concealed and unusual deviations from the target cannot be taken account of. In this connection feedback control schemes is useful to extend the idea of common causes and special causes to such systems. Minimum-cost feedback schemes are discussed for some simple ,but practically interesting ,models.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.271-289
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• 2020

This study investigates the types of teacher feedback in the process-centered assessment for scientific argumentation. The process-centered assessment visualizes the process of developing scientific argumentation at a group level. Four teachers and 353 high school students participated in this study. We analyzed video recordings, the collaborative modeling-argumentation papers, and teachers' interviews. The findings indicate that the teachers provided feedback on scientific concepts and the development of small group argumentation. We presented a representative case for each category in detail. The study suggests that teachers' efficient use of feedback leads to improvement in students' self-regulation. This study contributes to providing specific and useful guidelines on the use of process-centered assessment for enhancing students' scientific argumentation.

• Journal of the Korean Statistical Society
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• v.27 no.2
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• pp.237-249
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• 1998

Process adjustment has been widely used in production processes in order to set the output characteristic as close as to the target. Box and Kramer(1992) developed a feedback adjustment control procedure for process adjustment. We generalize their procedure by using a rational subgrouping of sequential observations. In this paper the feedback control rule of the rational subgrouping is proposed and the overall expected cost is evaluated. Also properties of the proposed control scheme are illustrated and compared to Box and Kramer's in the context of the expected cost.

• Korean Journal of Clinical Pharmacy
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• v.27 no.2
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• pp.55-62
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• 2017

Experiential education is a core curriculum of pharmacy education. In experiential education, formative feedback is an integral component of learning and teaching process. Feedback is defined as information provided by a preceptor regarding student's performance based on direct observation. With effective feedback, students can have opportunities to reinforce or correct behaviors and to acquire knowledge or skills. Students highly value and appreciate feedback. They rank provision of effective feedback as one of the most important qualities of preceptors. Preceptors, however, lack an understanding of feedback or practical skills necessary for providing effective feedback. As a result in reality, the feedback provided to students can be differentially effective in improving students' learning. This article describes a theoretical understanding of feedback including definition and value, as well as types of feedback. In addition, practical aspects in providing feedback, such as contents, timing, techniques, and models, are addressed. By understanding the value of feedback and mastering various feedback skills, preceptors will promote students' learning and enhance educational outcomes of experiential education.