Feedback verbal

As described earlier, in the first stage of perception, information is acquired via the senses from a number of sources. These may include gauges and chart recorders, VDU screens in a control room, verbal communication with individuals on the plant, or direct observation of process variables. In the short term, this information provides feedback with regard to specific control actions. 

The idea that a unit operation could have two or more steady states for the same values of the input variables is not only confusing in practice but somewhat hard to understand conceptually. We will try to explain the situation, first in words and then graphically. The verbal explanation of multiplicity centers around two of the necessary conditions nonlinearity and process feedback. 

Use of verbal psychotherapy, including feedback about the connection between alcohol use and negative consequences, to encourage the individual to "move forward" in the stages of changing his or her alcohol use patterns. 

A message is sent from the sender to the receiver but there is usually some feedback from the receiver and this feedback will influence the action of the sender. This can be verbal or nonverbal (see Figure 8.3). 

What did you gain from learning how to recognize and feedback non-verbal signals from others ... 

At the final stage of information processing (response execution), the responses chosen in the previous stages are executed. A response can be any kind of action, such as eye or head movements, hand or leg movement, and verbal responses. Attention resources are also required at this stage because intrinsic (e.g., kinesthetic) and/or extrinsic feedback (e.g., visual, auditory) can be used to monitor the consequences of the actions performed. 

It is vitally important that the employees who originally bring ideas are provided feedback as to the status of their ideas. This can be done through the minutes of the safety committee meeting, individual notices, verbal communications through safety committee representatives, or by other methods. 

In summary, both the design of the communication channels and the communication dynamics must be considered as well as potential feedback delays. As an example of communication dynamics, reliance on face-to-face verbal reports during group meetings is a common method of assessing lower-level operations [189], but, particularly when subordinates are communicating with superiors, there is a tendency for adverse situations to be underemphasized [20]. 

There are several methods for giving feedback. One method is verbal comments from someone else, such as a supervisor or manager. Feedback may involve formal performance reports about behaviors. For example, a performance report may contain the number of parts produced, number of errors or the accident rate. Feedback may include awards or rewards. 

Reward correct performance. There are many forms of feedback. Positive is generally better than negative. Use praise and verbal comments when trainees do things correctly. Accurate and immediate feedback is better than delayed and general feedback. 

Face to face communication has the advantage that it allows feedback and adjustment of the message based on the response. It is also friendlier and less formal. However it is less easy to control because it is interactive. It is important to remember that it consists of two elements, verbal and non-verbal. The words seem dominant and must indeed be chosen appropriately and put over clearly, but the non-verbal clues can either reinforce or destroy their effect. The tone of voice can indicate boredom, the stance friendliness, hand movements nervousness. The very different effect of messages over the telephone and face-to-face demonstrate this point. It is excellent practice for communicators to listen to themselves on tape and watch themselves on video to see and correct these elements of their style. 

Training in the mechanics of the use of the checklists, and in the methods (and importance) of the provision of both visual and verbal feedback. 

Feedback Observation Videotape review Verbal review Simulation Evaluate trainee performance and provide feedback. 

In a series of studies that we conducted in Israel we looked at drivers choices of safe and comfortable headways, tiieir ability to verbally and non-verbally estimate headways, the relationship between the headways drivers keep and their skills, their ability to improve their judgments, and the potential for feedback devices as learning tools to increase headways. The following is a brief description of these studies and their results. 

The observation process directs attention to and arranges feedback on how employees are doing their job. Several studies suggest the importance of verbal feedback in establishing and maintaining safe practices on the job (e.g., Komaki et al., 1980). The observation process arranges for regular opportunities for such feedback and helps ensure that it occurs. 

Feedback Support Cards. Written cards can be an effective way to support verbal feedback as part of the observation process. They may be thank-you cards distributed to employees who are performing safely on the day they are observed. Observers may give the cards to employees to support a specific safe behavior that is being emphasized by a special campaign, such a proper lifting in conjunction with a back safety campaign. Or the observers may give the cards to everyone in an area with 100 percent safety performance. 

Safety audits can be conducted using several different methods, and feedback can take both written and verbal forms. Choose the method that aligns with your company s culture and size. 

Heinrich s well-known Law of Safety implicates at-risk behavior as a root cause of most near hits and injuries (Heinrich et al., 1980). Over the past 20 years, various behavior-based research studies have verified this aspect of Heinrich s Law by systematically evaluating the impact of interventions designed to lower employees at-risk behaviors. Feedback from behavioral observations was a common ingredient in most of the successful intervention processes, whether the feedback was delivered verbally, graphically by tables and charts, or through corrective action. See, for example, the comprehensive review by Petersen, 1989, or individual research articles by Chhokar and Wallin, 1984 Geller et al., 1980 Komaki et al., 1980 and Sulzer-Azaroff and De Santamaria, 1980. 

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