O efeito do feedback imediato e atrasado no desempenho de descrever competências em servidores públicos

Abstract

Feedback is the most common intervention in analyzing the technique applied to associations (OBM). Feedback is information about a performance that allows the individual to change his or her behavior in the future. Despite the large number of surveys on feedback on OBM, there are still disagreements about which forms, functions and characteristics are the most effective feedback. The present study was intended to compare the effectiveness of the feedback offered before and after the performance of an activity. Participants were assessed for “incompetent” behavior. For that, the participants went to listen to an audio. In the audio, a specific situation was necessary and the studious students, to elaborate a suitable competence. Altogether, students develop 9 skills. Participant 1 (P1) had the feedback offered late after the teaching performance, but immediately before the next performance. In the experimental condition offered to participants 2 and 3 (P2 and P3), feedback was offered immediately after the learning performance but anticipated in relation to the next opportunity to perform the task. The three different performance participants. However, P1 shows a greater growth compared to P2 and P3. The results showed that the feedback given before the realization of the next performance opportunity was more effective compared to the one after the individual's performance, considering a context with a complex task and with long intervals between the next performance opportunity. These results are related to the results in the literature in similar characteristics of task complexity and interval between separate. However, when analyzing the results of this research, limitations must be taken into account, such as the low number of participants and the impossibility of conducting the collection in person.