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Feedback intervention (FI), that is, providing people with some in formation regarding their task per formance, is one of the mostly widely applied psychological inter ventions. Yet there is a growing body of evidence that such inter ventions yield highly variable ef fects on performance (Ilgen, Fisher, Kluger Latham Salmoni, Schmidt, see Fig. 1). The latter fact is contrary to the common be lief that Fis most often improve performance. Furthermore, we (Kluger & DeNisi, 1996) found no evidence that information about
Kluger et al. (Mon,) studied this question.
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