Date of Award
4-1981
Degree Name
Specialist in Education
Department
Psychology
First Advisor
Dr. Cheryl Poche
Second Advisor
Dr. Howard Farris
Third Advisor
Dr. Galen Alessi
Access Setting
Masters Thesis-Open Access
Abstract
This study investigated the effectiveness of a procedure to increase the job performance, defined as task completion, of four black adolescents serving as child care aides in a day care center. The trainees were taught to request instructions and feedback from their supervisor. They were also taught to self-record the number of requests for instructions and feedback and the tasks they completed. Training procedures therefore involved a method to increase task performance without any direct intervention on increasing tasks and incorporated these direct instruction techniques: Small group instruction; active responding; the model, lead, and test format; and the use of minimally different examples to teach the trainees to discriminate between correct and incorrect responses. Task performance increased from an average of 49% before training to an average of 87% after training. The remaining subject completed tasks on an average of 92% before training and maintained slightly above that level after training. Increased performance was also maintained for two subjects during follow-up measures five weeks after training.
Recommended Citation
Alebiosu, LaVerne Talley, "Increasing Job Performance by Training Employees How to Request Instructions and Feedback" (1981). Masters Theses. 1741.
https://scholarworks.wmich.edu/masters_theses/1741