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Customers' co-design behavior is an important source of knowledge for product innovation. Firms can regulate the focus of information interaction with customers to set goals and motivate their co-design behavior. Drawing on regulatory fit theory and construal level theory, the authors build a research model to study whether the fit between the regulatory focus of firms' task invitations (promotion focus vs prevention focus) and their feedback focus (self-focused vs other-focused) can enhance co-design behavior by improving customers' experiences (perceived meaning, active discovery and perceived empowerment).

The authors conducted two online between-subjects experiments to validate the proposed research model.

The two online experiments reveal that customers' experiences are enhanced when the feedback focus is congruent with the regulatory focus of the firm's task invitations. Specifically, self-focused feedback has a stronger positive effect on customers' experiences in the prevention focus context. Other-focused feedback has a stronger positive effect on customers' experiences in the promotion focus context. Moreover, customers' experience significantly and positively affects co-design behavior (i.e. co-design effort and knowledge contribution).

This work provides theoretical and practical implications for firms to improve the effectiveness of information interaction with their customers and eventually ensure the sustainability of co-design.

The purpose of this study is to investigate when and why supervisor negative feedback is associated with employees' job performance via two different pathways (i.e. emotion-focused coping and problem-focused coping) and to introduce proactive personality as a moderator.

Time-lagged data were collected using a field survey research design. Participants included 389 dyads of employees and their direct supervisors from five companies in China.

Supervisor negative feedback can lead to employees' emotion-focused coping, which in turn impairs their job performance. Meanwhile, supervisor negative feedback can trigger employees’ problem-focused coping, which subsequently promotes their job performance. Furthermore, proactive personality moderates the indirect effect of supervisor negative feedback on employee performance through emotion-focused coping.

This study explored the double-edged effects of supervisor negative feedback on employee job performance from a coping strategy perspective and investigated how proactive personality influences the choice of coping strategies.

This study examines the influence of different user innovator mindsets on new product development (NPD) performance. The current research explores the relative impact of a product-focused user innovator mindset vs a customer-focused mindset on feedback volume and feedback diversity and investigates the effect of each type of feedback on product improvement and product diffusion.

This study examines these relationships using two distinct types of data. Data on user innovator mindset, feedback characteristics and user innovator improvisation were obtained via an online survey. Archival data on NPD performance measures were acquired directly from an online research database, and results were obtained using confirmatory factor analysis.

The authors find that while neither type of user innovator mindset directly influences NPD performance, user innovators, who are highly customer-focused, have a significant advantage in sourcing knowledge from users in the form of a higher volume of feedback and more diverse feedback. In turn, feedback volume appears to positively influence product improvement, while feedback diversity positively influences product diffusion. Finally, the effect of both types of feedback on product improvement is enhanced for user innovators who are highly improvisational.

This research highlights the important role that customer focus plays in directly obtaining knowledge from customers (i.e. customer feedback) and the effects of that feedback on NPD performance. This study provides evidence that a user innovator's interest in accurately understanding the needs of their peers improves their access to external knowledge and enhances their innovation efforts.

In this chapter, we aim to investigate the emotional and performance consequences of negative feedback in the workplace and provide an explanation for the varying reactions exhibited by employees.

We adopt a theoretical approach to develop propositions that elucidate the impact of negative feedback on task performance, with a specific focus on the mediating role of emotion regulation. By considering individual differences in task versus relational orientation, we aim to shed light on how these differences influence individuals' responses to negative feedback.

We propose that individuals with a task orientation are more inclined to engage in emotion regulation strategies following negative feedback, leading to improvements in subsequent task performance. Conversely, individuals with a relational orientation tend to internalize negative feedback, impeding their ability to regulate negative emotions and, consequently, hindering task performance enhancement.

Our research contributes to the existing literature by examining the emotional and performance consequences of negative feedback in the workplace. By emphasizing the significance of emotion regulation and individual differences, we provide valuable insights that can inform the management of feedback processes within organizations.

The purpose of this study is to explore the perceptions of teachers’ and undergraduate students concerning the provision of written corrective feedback (WCF) in Saudi EFL writing classrooms in the form of a case study.

The sample consisted of three teachers and five students, whose views on WCF were recorded via individual semi-structured interviews to gather qualitative data.

The results revealed some divergent viewpoints between students and teachers and among peers in both groups.

By offering the best WCF practice and considering students' interests, this research is important for improving the pedagogical approaches used by EFL instructors for teaching writing to university learners. It will, therefore, have more of an impact on EFL writing instruction.

Drawing upon the feedback intervention theory, this study aims to focus on the concept of negative feedback change (increase or decrease) to analyze the dynamics of performance feedback and its relationships with goal orientation, feedback utility and task performance.

The authors conducted a two-wave survey by tracking 195 employees and their supervisors from two representative semiconductor-related equipment companies in China for one month.

Results showed that learning goal orientation positively moderates, and performance-approach goal orientation negatively moderates the indirect relationship between negative feedback change and employees’ task performance through employees’ perceptions of feedback utility.

This study provides new directions for performance feedback research by treating negative feedback from a dynamic perspective and addressing the mediating and moderating mechanisms. Furthermore, the findings also remind managers to not only consider feedback actions at a single moment but also manage it as a series of actions in the ongoing stream of time.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

Research on the effects of feedback frequency has reported mixed findings. To tackle this problem, the current study focuses on specific feedback signs (i.e. negative feedback). By integrating the face management theory and attribution theory, this study examined the mediating effect of trust in supervisors and the moderating effect of employee-attributed performance promotion motives for negative feedback.

A field study with 176 participants and two supplemental experiments with 143 and 100 participants, respectively, were conducted to test the theoretical model.

Results revealed that the frequency of supervisory negative feedback negatively influenced employees’ trust in supervisors, which in turn influenced employees’ perceptions of feedback utility and learning performance. These indirect effects can be alleviated when employees have high degrees of performance promotion attribution for supervisor motives.

This research extends feedback research by integrating feedback frequency with a specific sign of feedback and revealing a moderated mediation effect of the negative feedback frequency.

A large number of studies indicate that coercive forms of organizational control and performance management in health care services often backfire and initiate dysfunctional consequences. The purpose of this article is to discuss new approaches to performance management in health care services when the purpose is to support innovative changes in the delivery of services.

The article represents cross-boundary work as the theoretical and empirical material used to discuss and reconsider performance management comes from several relevant research disciplines, including systematic reviews of audit and feedback interventions in health care and extant theories of human motivation and organizational control.

An enabling approach to performance management in health care services can potentially contribute to innovative changes. Key design elements to operationalize such an approach are a formative and learning-oriented use of performance measures, an appeal to self- and social-approval mechanisms when providing feedback and support for local goals and action plans that fit specific conditions and challenges.

The article suggests how to operationalize an enabling approach to performance management in health care services. The framework is consistent with new governance and managerial approaches emerging in public sector organizations more generally, supporting a higher degree of professional autonomy and the use of nonfinancial incentives.