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The burgeoning literature on the feedback environment has begun to link this important construct to many relevant employee behaviors and attitudes. However, the underlying mechanisms linking the feedback environment to feedback seeking are not well understood. To address these gaps in the literature, this study integrates organizational support theory, the norm of reciprocity, and current empirical research to develop and test a model explicating this link. Data obtained from 202 supervisor-subordinate dyads indicated that perceived organizational support and job involvement play important roles in linking the feedback environment to supervisorreported feedback seeking behavior.

This paper synthesizes the extant feedback literature, focusing on how feedback affects an auditor’s learning, performance, and motivation. Performance feedback is an important component in the auditing environment for ensuring quality control and for developing and coaching staff auditors. However, the literature on feedback in the audit environment is fragmented and limited making it difficult to assess its behavioral effects on auditors. This paper has three main objectives. The first is to review some of the influential research in psychology and management to identify key variables and issues that appear to be critical in the study of behavioral consequences of feedback in organizational settings. The second is to review performance feedback research specifically in auditing to identify the areas previously examined and synthesize the findings. The third is to suggest a variety of future research opportunities that may assist in developing an understanding and knowledge of the behavioral effects of feedback on auditors. The literature analysis has significant implications for audit research and practice. In particular, the analysis provides important insights into understanding who, how, and when performance feedback should be given to improve its effectiveness in the audit environment.

Burnout among first-line police in China is high. The purpose of this paper is to examine the relationship between feedback environment, feedback orientation, psychological empowerment, and burnout as related to the police work.

An empirical study was conducted with a sample of 437 basic-level policemen and policewomen in the Shandong province of China. Participants completed a series of questionnaires including the supervisor feedback environment scale, feedback orientation scale, psychological empowerment scale, and the Maslach Burnout Inventory.

The results indicate that police supervisor feedback environment is negatively related to burnout. The relationship between the supervisor feedback environment and burnout is perfectly mediated by psychological empowerment and significantly moderated by feedback orientation. The mediation effect of psychological empowerment is significantly influenced by feedback orientation.

The findings have contributed to answering several recent questions in the feedback-burnout literature. The authors stress that leaders should strive to build a supportive feedback environment for employees.

The purpose of this paper is to examine the extent to which two factors are associated with identification, the feedback environment and feedback seeking: two forms of identification, supervisor identification and workgroup identification, were linked to matching sources of feedback environment and feedback seeking.

An empirical study was carried out with a sample of working students representing a variety of industries in the USA. Students (n=256) completed a written questionnaire. Structural equation modeling was used to analyze the data.

Results indicated that feedback seeking frequency partially mediated the effect of supervisor feedback environment on supervisor identification. Similarly, feedback seeking partially mediated the effect of coworker feedback environment on workgroup identification.

Despite a cross-sectional design, these results support the role of feedback as a primary explanatory mechanism for how people can come to identify with multiple targets in their work environment.

In order to increase employee identification, organizations should train their managers to engage in contextual behaviors that support the feedback seeking process. Additionally, organizations may want to reinforce these coaching behaviors by incorporating them into the performance appraisal process for managers.

The vast majority of identification research has examined why people come to identify with targets in their work environment. This study represents one of the first to examine how people come to identify with those sources, fulfilling an important gap in the literature.

Feedback-seeking behavior is an important way for individuals to actively seek information feedback to achieve individuals' goals. In the environment driven by contactless digital technologies, the way of individual feedback-seeking behavior through monitoring indirectly becomes obvious, especially for people who complete the work online in digital collaboration. However, previous empirical research on feedback-seeking behavior mainly focused on direct inquiry. The purpose of this paper is to verify the impact of individual learning goal orientation and the digital feedback environment on individuals' feedback-seeking behaviors through inquiry and monitoring approaches. And the moderating effect of time pressure on these relationships was also investigated.

Based on socio-technical system theory, this study proposes a model to describe the formation of the two approaches of feedback-seeking behaviors (inquiry and monitoring). The hypotheses were examined with the structural equation model method and data were collected from 152 graduate students who completed online surveys.

The results show that both the digital feedback environment and learning goal orientation can promote individual inquiry and monitoring approaches of feedback-seeking. Furthermore, time pressure moderates the relationship between the digital feedback environment and feedback monitoring negatively.

This study establishes an antecedent model that influences the choice of feedback-seeking approaches in digital environments from the perspective of a socio-technical system. The empirical results supplement the explanation of the influence of both technical and social factors on individual feedback-seeking behavior in digital environments.

The purpose of the present study is to examine the role of the feedback environment in expatriate adjustment and subsequent performance. Based on newcomer adaptation and sensemaking theories, the authors proposed that the supervisor and coworker feedback environments would serve as informational resources, reducing the ambiguity associated with the expatriate's new setting.

This study was conducted with a broad sample of assigned expatriates (N = 95) originating from 33 different countries and currently working in 35 different host countries. Mediation analysis using a bootstrapping methodology was conducted to test the hypotheses.

The authors found that the supervisor feedback environment and coworker feedback environment were both related to expatriate adjustment through role clarity. The authors also found that the supervisor feedback environment was indirectly related to expatriate job performance and intent to leave the international assignment through both role clarity and adjustment.

This study examines the extent to which the supervisor and coworker feedback environments enable expatriates on an international assignment. Expatriates face challenges that may be ameliorated by constructive feedback practices. The authors discuss how organizations can improve expatriate sensemaking and adjustment through improved feedback practices.

The purpose of this paper is to examine how two motives for feedback-seeking behavior, the instrumental and image enhancement motives, impact the feedback-seeking process and supervisor ratings of task performance.

Correlational data were collected from supervisor-subordinate dyads and analysed with path analysis.

Results show that perceptions of a supportive supervisory feedback environment are associated with both higher instrumental and image enhancement motives. The instrumental motive fully mediates the relationship between the feedback environment and feedback-seeking behavior. However, the positive effect of feedback-seeking behavior on task performance ratings made by supervisors is only significant when the image enhancement motive is low. Contrary to expectations, no direct or moderating effects were found for the instrumental motive on performance ratings.

These results demonstrate that many instances of feedback-seeking behavior are motivated by a desire to enhance one’s public image, and that high image enhancers can earn strong performance ratings even with low feedback-seeking behavior. Overall, the findings highlight the critical importance of measuring employees’ motives in research on feedback and performance management.

This is the first study to explicitly examine how motives mediate and moderate the relationships between feedback environment perceptions, feedback-seeking behavior, and performance in the workplace. The findings suggest that future research on feedback-seeking behavior should measure and model the effects of motives on feedback processes.

The purpose of this research paper was to examine the construct of accountability and its impact leadership development initiative in an upward feedback framework. Previous research has suggested that accountability may be an important moderator of the relationship between upward feedback and self‐development. However, there has been little research examining the construct of accountability and this study sought to modify that.

Within the context of upward feedback the present study examined the impact of two contextual antecedents of accountability (LMX and feedback environment) and self‐development initiative as an outcome of accountability in a path model framework. Survey methodology was used to assess the constructs of interest and the results were analyzed with regression‐based path modeling.

The results indicate the path model was partially supported by the data: the feedback environment and LMX were related to accountability and accountability was related to self‐development initiative.

Limitations of this study include the self‐report methodology and relatively small sample size.

The current study was unique in that it examined manager's perceptions of accountability for using upward feedback. Managers who utilize upward feedback for self‐development are role models for subordinates and others, potentially contributions to a favorable feedback environment.

This study aims to widen the understanding of how remote work shapes the feedback environment by examining the perceptions of leaders and subordinates of daily, dyadic feedback interactions. The emphasis is on understanding how reciprocity within leader-member exchange (LMX) relationships manifests and how it influences the feedback dynamics.

Template analysis of a qualitative data set consisting of 81 semi-structured interviews with leaders (n = 29) and remote working subordinates (n = 52) was performed.

Drawing on the theoretical frameworks of the feedback environment and the leader-member exchange, the findings demonstrate the imbalance between the efforts of leaders and subordinates in building and maintaining a favourable feedback environment in the remote work context. The results of this study highlight the importance of the dyadic nature of feedback interactions, calling for a more proactive role from subordinates.

Given the estimation that the COVID-19 pandemic has permanently changed the way organizations work, leaders, subordinates and HR practitioners will benefit from advancing their understanding of the characteristics of dyadic, daily feedback interaction in remote work.

Qualitative research on feedback and leader-member exchange interactions in remote work that combines the perceptions of leaders and subordinates is sparse.

To reveal the effective ways for leaders to motivate employees' innovative behaviour in complex environmental situations, the leadership rapport orientation is subdivided into two types of values-based/instrumental rapport orientation. The mechanism of supervisor developmental feedback in mediating between leadership rapport orientation and employees' innovative behaviour and the moderating effect of ambidextrous environments is explored. This paper aims to discuss the aforementioned objective.

Leadership rapport orientation is divided into value-based and instrumental rapport orientation to reveal effective ways for leaders to motivate employees' innovative behaviour in complex environmental situations.

The results show that the values-based (instrumental) rapport orientation of leaders impacts employees' innovative behaviour positively (negatively).

Leaders' values-based/instrumental rapport orientation indirectly influences employees' innovative behaviour through supervisor developmental feedback, which positively moderates the relationship between the values-based or instrumental rapport orientation of leaders and employees' innovative behaviour and further moderates the partially mediating role of supervisor developmental feedback between leaders' values-based/instrumental rapport orientation and employees' innovative behaviour.