| Abstract: | Two experiments tested the hypothesis that raters' formal memory-based performance evaluations can be significantly influenced by their having previously given the ratee informal performance feedback. In Experiment 1 subjects either did or did not give informal feedback to another person who performed either well or poorly on an interviewing task. In Experiment 2 subjects role played giving informal feedback about behavior relevant to only one of the two performance dimensions subsequently evaluated. In both experiments subjects later ratcd the interpersonal and task performance of the feedback recipient. The results of both studies support the hypothesis for ratings of interpersonal performance. Giving informal feedback to a ratee exhibiting good interpersonal performance led to more positive interpersonal performance ratings, whereas giving informal feedback to a ratee exhibiting poor interpersonal performance led to more negative interpersonal performance ratings. Task performance ratings, on the other hand, were not affected. Conditions likely to have mitigated the impact of giving informal feedback on the task performance ratings are discussed, as are the implications of the results for practical strategies to improve the quality of formal memory-based performance evaluations. |
