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The purpose of this paper is to report a study investigating the predictors of acceptance of multisource feedback (MSF) by managers. Specifically, it investigates the extent to which locus of control, cynicism and perceptions of procedural justice predicted acceptance by feedback recipients.

Quantitative data were analysed from 520 questionnaires completed by managers who participated in a multisource feedback programme as part of a leadership development process.

The study findings reveal that managers' perception of procedural justice was most significant in explaining variance in acceptance of MSF. Cynicism also explained significant variance in acceptance.

The findings highlight the importance of attending to procedural justice issues when implementing MSF. They also highlight the need to assess cynicism levels in the organisation.

The study combines variables not included in previous studies.

The purpose of this paper is to empirically verify a theoretical model of candidates' feedback integration in the context of individual psychological assessment (IPA).

Structural equation modeling analyses were conducted in a two-wave longitudinal study. A total of 97 candidates completed questionnaires immediately after their feedback session as well as three months later.

Results indicate that candidates' motivational intention to act on IPA feedback is a pivotal variable linking feedback perceptions and post-feedback behaviors. Source credibility, assessment face validity, as well as perception that the feedback helped increase candidate's awareness were related to motivational intention. Conversely, feedback acceptance was not related to candidates' motivation to act on feedback and post-feedback behaviors.

Because the authors relied on self-report questionnaires, future studies would benefit from including externally assessed behavioral outcomes. Future research efforts should continue distinguishing candidates' acceptance and awareness based on their distinctive contributions in the feedback integration process.

The results indicate that motivation created during the feedback session is a stronger predictor of day-to-day behavioral changes than it is of involvement in specific developmental activities.

This research fills a gap in IPA literature by highlighting some IPA benefits and the processes involved in increasing feedback value for the participant.

Research on feedback acceptance typically has not focused on feedback given in developmental contexts nor has this research used sources other than self‐reports to measure feedback acceptance. This study examined recipient characteristics as influences on receptivity to management development feedback. Racial similarity of the feedback recipient and giver was the most consistent predictor of receptivity. Self‐report, feedback giver, and outsider ratings of receptivity evidenced little congruence. Implications for understanding receptivity in developmental contexts are discussed.

New opportunities to nurture good ideas for innovation arise as firms use web-based ideation platforms for collective idea generation and development. What influences creative performance in firm-internal collective idea development is however not as well researched as idea generation and thus an important area of research is the feedback and commenting on ideas. More specifically, the purpose of this paper is to explore the role of feedback timeliness and knowledge overlap between feedback providers and ideas in collective firm-internal online idea development.

An empirical study has been performed, drawing on data collected from a Swedish multi-national company using a web-based system for collective firm-internal ideation. The investigation explicitly captures the effects on ideation performance played by idea development contributions, in terms of feedback timeliness and knowledge overlap between feedback providers and ideas.

The empirical results show that idea development is significantly influenced by feedback timeliness as well as by the knowledge overlap between feedback providers and ideas. Specifically, it is found that longer time to feedback and an increased knowledge overlap result in an increased likelihood of idea acceptance. However, beyond a certain point, the positive effects of a longer time to feedback and increased knowledge overlap decrease, resulting in curvilinear relationships with idea acceptance.

The results do not only shed new light on theory about collective idea development, but also provides management implications for collective firm-internal ideation. As the data used in the study has been collected in one single firm, care should be taken in generalizing the results to other domains.

The results inform managers that it is not always better to involve more individuals in these emergent and distributed ideation systems, but that it might be beneficial to take measures to exercise some control in terms of when distributed and diverse employees can freely join in and out, especially considering the diversity of ideas, comments and creators.

The results from the empirical study reveal the effects of feedback timeliness and knowledge overlap on idea development. This provides us with new insights on the complex dynamics at place in collective firm-internal idea development and offers implications for how we can fruitfully manage this process.

Research has supported both feedback’s variable effects on performance and the effect of attributions on subsequent behavior. Managers’ attributions for subordinates’ performance affect how they react to those subordinates and the feedback they give, and subordinates’ own attributions affect their subsequent behavior. It is unclear whether (or how) a manager’s attributions for subordinate behavior affect subordinate behavior. Building on research that shows emotional reactions in response to attributions in feedback, this study aims to examine how recipients’ perceptions and subsequent effort and performance are affected when others’ attributions are shared through feedback.

Drawing on attribution theory and feedback intervention theory, this study conducts a lab experiment using manipulated performance feedback to test the effects of feedback sign and attributions in the feedback. Perceptions of the attribution are also measured to test their effects. The data were analyzed using analysis of variance and regression in SPSS 27.

Results show that perceptions of the attribution communicated in feedback, rather than feedback sign alone, affect perceived valence of the feedback (e.g. feedback with an attribution to luck is generally perceived as negative). These perceptions also affect feedback acceptance and impact subsequent effort and performance more than the “objective” attribution, underscoring the importance of recipient reactions and perceptions in the feedback process.

This paper shows that recipients’ perceptions of others’ attributions included in feedback impact feedback reactions, effort and performance. This is valuable to scholars researching feedback and to practitioners to better understand how feedback they deliver may be interpreted.

Theoretical explanations for the diverse reactive feedback from secretarial employees in different career phases are relatively unexplored. However, research examining age differences in the impact of feedback suggests that the effects of performance feedback may differ for employees in the early career phase and employees in the late career phase. This paper aims to address this issue.

This contribution reports an experimental study on feedback perceptions and attribution by 173 secretarial employees of 12 Dutch organizations. Each participant responded to one of eight scenarios, which varied in terms of feedback content, sender status, and sender performance appraisal. Feedback perceptions were measured in terms of perceived fairness, acceptance, usefulness, willingness to improve and affect. An additional scale measured attribution.

The results reveal that elaborated specific feedback is perceived as more adequate, irrespective of feedback sender status and appraisal. Complex three-way interaction effects were found for educational level on affect and attribution, and for career phase on willingness to improve and affect. Low-educated employees reacted more strongly to supervisor feedback. Employees in the late career phase were more oriented towards the content of the feedback than feedback sender status, whereas the latter was of more concern for employees in the early and middle career phase.

In order for feedback to be considered as adequate, it is necessary to formulate the feedback as specific and as elaborated as possible. Employees in their late career phase especially react differently in comparison to employees in early and middle career phases. They are more inclined “to opt for quality” and appreciate elaborated feedback from a high experienced sender. Human resource managers should be aware of this in their policy towards employees in their late career phase

The present study shows that feedback content and sender characteristics (status and performance appraisal) differentially affect feedback perceptions and attribution. In addition, the study reveals that perceptions and attributions of performance feedback might be mediated by educational level and career phase.

360° feedback processes have gained popularity as a performance management and career development tool in contemporary organisations. This monograph explores the nature of 360° feedback, investigates the factors which have influenced its emergence and contrasts it with more traditional performance management processes used by organisations. It specifically identifies the benefits and problems associated with 360° feedback in the context of management of performance and employee career development. The monograph considers the issues surrounding different sources of feedback, i.e. peer, subordinate and self. The monograph concludes with a discussion of the issues pertaining to the use of multi‐rater feedback as a tool for performance improvement and career development.

The purpose of this research was to develop a conceptualization and measure of workplace coachability.

Using four independent samples of employed adults, we developed a short and long version of the Coachability Scale. We followed standard scale development practices, presenting evidence of the scales’ factor structure, reliability and validity.

With the first two samples, we derived an initial three-dimensional version of the Coachability Scale and provided evidence of convergent validity. With Samples 3 and 4, we expanded the scale with additional dimensions related to coaching feedback processes and accumulated additional evidence of the scale's validity, and provided evidence of convergence between the two versions of the Coachability Scale.

We encourage continued research on the Coachability Scale, as well as research on coachability in formal coaching relationships and with more diverse populations and cultures. It is also important to examine how coachability relates to specific coachee behaviors and outcomes. Although common method bias may be a limitation, we used temporally separated measurements to minimize method bias in Sample 4.

Knowledge about coachability can inform coaching practice decisions and help tailor the coaching engagement to better fit the coachee's needs.

Measuring how individuals respond to coaching and coaching relationships has important implications for managerial behavior and the quality of work life.

This is one of the first studies to develop valid scales for assessing workplace coachability.

Previous research indicates that unfavorable feedback, even unfavorable feedback provided for developmental purposes only, is not perceived as useful, results in negative reactions and is not associated with a recipient's willingness to change his or her behavior. This study examined the extent to which contextual variables mitigate these unwanted effects of developmental unfavorable feedback. Results indicate that employees are more motivated to improve their job performance based on unfavorable feedback when the feedback source is perceived to be credible, the feedback is of high quality and the feedback is delivered in a considerate manner.

Artificial intelligence (AI) is a rapidly growing frontier. One promising area for AI is its potential to assist sales managers in providing salesperson feedback. Despite this promise, little work has been done within the business-to-business (B2B) sales domain to investigate the potential impact of AI feedback on critical sales outcomes. The purpose of this research is to explore these issues and respond to calls in the literature to determine how AI can enhance salesperson adaptability and performance.

Survey data from a sample of 246 B2B salespeople was used to test the conceptual model and research hypotheses. The data were analyzed using partial least squares structural equation modeling (PLS-SEM).

The findings provide broad support for the model. An AI-feedback rich environment and salesperson feedback orientation predicted perceived accuracy of AI feedback which, in turn, strengthened intentions to use AI feedback. These favorable reactions to AI feedback positively related to adaptive selling behaviors, and adaptive selling behaviors mediated the relationships between intentions to use AI feedback and organizational commitment, as well as sales performance. Contrary to expectations, it did not mediate the relationship between intentions to use AI feedback and job satisfaction.

The managerial implications of this study lie in explaining practical considerations for the implementation and use of AI feedback in the sales context.

This study extends literature on technology adoption, performance feedback and the use of AI in the B2B sales domain. It offers practical insight for sales managers and those responsible for implementing AI solutions in sales.