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1 – 10 of over 86000New models of career management require individuals to harvest as much learning as possible from situations wherever and whenever feedback is possible. The purpose of this study…
Abstract
Purpose
New models of career management require individuals to harvest as much learning as possible from situations wherever and whenever feedback is possible. The purpose of this study was to investigate the influence of positive affect (liking) on feedback giving behavior since authors have suggested a potential bias but little empirical evidence exists on the topic.
Design/methodology/approach
Data were collected from 77 trainer‐trainee dyads in a formal field‐based training program over a 60‐day period. Additionally, critical incidents accounts of career setbacks were collected from MBA students and consulting clients.
Findings
Less positive and less specific feedback was reportedly given to liked individuals, compared to disliked individuals, when performance was not attributed to internal causes. Also, an interaction between performance level and affective relationship explained amounts of negative feedback received in low internal attribution group. Less liked trainees received similar amounts of negative feedback despite performance level, while more liked trainees received more negative feedback when performing poorly than when performing well. The qualitative data support quantitative findings and add insights into why liked individuals receive less feedback of the nature that can further enhance career development.
Practical implications
Liked individuals need to be especially vigilant in pursuing feedback necessary for personal development. Managers should be encouraged to monitor the amount of critical feedback given to liked and disliked employees. Specific suggestions are offered.
Research limitations/implications
Objective performance measures may not be available in other field settings. Even so, an objective performance assessment is what is needed to understand the full impact of positive affect on feedback giving behavior and subsequently, personal development.
Originality/value
Few studies regarding feedback giving behavior exist. The only previous study found that investigated the role of positive affect in feedback giving behavior was a lab study dealing only with poor performers. This field study shows how attributions interact with positive affect in feedback giving behavior while controlling for a natural range of performance. More importantly, this study adds a caveat to LMX findings about the advantages of a positive affective relationship.
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Feedback is usually given for the primary benefit of the feedback recipient and often involves the unidirectional delivery of information. The purpose of this paper is to reverse…
Abstract
Purpose
Feedback is usually given for the primary benefit of the feedback recipient and often involves the unidirectional delivery of information. The purpose of this paper is to reverse this emphasis and examines the impacts on students of giving feedback to staff as an ongoing dialogue in the delivery of a teaching unit.
Design/methodology/approach
This novel study uses surveys and focus groups for an in-depth case study of the impact of students giving feedback to staff. It examines different aspects of students’ experiences related to their sense of being supported and valued, together with issues of relevance, timeliness and the actionability of feedback.
Findings
Results show that the regular giving of feedback by students and their subsequent academic actions can help increase students’ sense of being supported and valued. The strongest correlations occurred between the responses of those who felt valued and supported and their perception that their own feedback was acted upon during the semester. There is also some evidence suggesting that students felt valued when observing that other students’ feedback was acted upon either immediately or in the future.
Research limitations/implications
The single case study approach to this research means that only one cohort of students was tested. Research on further cohorts would help to validate the findings.
Practical implications
This study could have implications for teaching quality and practice in better directing, communicating, engaging and following up on student feedback.
Originality/value
Whilst the benefit to the staff of student feedback is well documented, there is little evidence documenting benefits to students. This study addresses this gap in existing research.
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In reflective writing, students are encouraged to examine their own setbacks and progress. With a shortage of guidance in how to provide feedback to students on this type of…
Abstract
Purpose
In reflective writing, students are encouraged to examine their own setbacks and progress. With a shortage of guidance in how to provide feedback to students on this type of writing, teachers are often left to figure it out on the job. The central hypothesis in this paper is that the lens of reflective practice can help focus teacher efforts and ultimately improve both feedback and instruction. The purpose of this paper is not to produce a universal prescription for assessing reflective writing but rather a protocol for teacher reflective practice that can apply to challenging grading and feedback-giving situations.
Design/methodology/approach
Student assessment is a chance for teachers to learn about their students’ abilities and challenges and to provide feedback for improvement. Assessment and grading sessions can also become opportunities for teachers to examine their own instructional and assessment practices. This self-examination process, a cornerstone of reflective practice (Schön, 1984), is challenging, but it may be especially valuable when guidelines for feedback and assessment are hard to come by. Such may be said to be the case in student-centered learning environments such as school Fablabs and makerspaces, where stated goals commonly include cultivating learner self-regulation and resilience. These hard-to-measure constructs are typically assessed through analysis of student reflective journals. This in-depth case study uses mixed-methods to examine how a semester-long intervention affected the grading, feedback and instructional practices of a teacher in a hands-on design classroom. The intervention involved 10 grade-aloud sessions using a computer-based rubric tool (Gradescope) and a culminating card-sorting task. The lens of reflective practice was applied to understanding the teacher’s development of their own reflective capabilities.
Findings
During the intervention, the participating teacher grappled with grading and feedback-giving dilemmas which led to clarifications of assessment objectives; changes to instruction; and improved feedback-giving practices, many of which persisted after the intervention. The teacher perceived the intervention as adding both rigor and productive “soul-searching” to their professional practice. Lasting changes in feedback behaviors included a comprehensive rubric and an increase in the frequency, specificity and depth of feedback given to student written work.
Originality/value
Significant prior efforts have been directed separately at the use of reflective practice for teachers, in general, and on the feedback and grading of student process journals. This work combines these lines of inquiry in the reflective classroom assessment protocol, a novel on-the-job professional development opportunity that fosters reflective practice in times of assessment to improve instructional and feedback practices.
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– The purpose of this paper is to present tips for leaders on receiving and giving feedback.
Abstract
Purpose
The purpose of this paper is to present tips for leaders on receiving and giving feedback.
Design/methodology/approach
Various types of feedback and the difference between feedback and criticism have been described.
Findings
It has been emphasized that leaders need to view feedback as a developmental tool. Its importance in achieving leadership excellence also has been stressed.
Practical implications
This paper argues that feedback helps employees to recognize their blind spots, correct themselves and perform better. It also serves as an employee retention tool. People crave feedback, especially positive feedback. But the feedback givers must know the art of giving feedback so that they are respected for it.
Social implications
This paper advances the view that people excel through improvement and can improve through feedback.
Originality/value
This paper describes how to use feedback as a tool to develop future leaders.
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Frederik Anseel, Lien Vossaert and Elias Corneillie
This paper aims to extend the argument of DeNisi & Smith Sockbeson, who called to bridge the gap between feedback-seeking and feedback-giving research. The paper pushes their…
Abstract
Purpose
This paper aims to extend the argument of DeNisi & Smith Sockbeson, who called to bridge the gap between feedback-seeking and feedback-giving research. The paper pushes their argument further by suggesting that future feedback research should systematically adopt a dyadic and dynamic approach to enhance the understanding of feedback episodes.
Design/methodology/approach
This paper reviews previous empirical work in the feedback domain and develops conceptual arguments for linking feedback-seeking and feedback intervention research.
Findings
Drawing upon previous work, the authors conclude that the current depiction of feedback processes in the literature might have been overly static and one-sided. Furthermore, it is argued that feedback research might have not kept up to date with recent conceptual and methodological developments in dyadic organizational behavior research.
Research limitations/implications
This paper builds on the argument of DeNisi & Smith Sockbeson, in turn contributing to a more complete picture of how feedback processes unfold in organizations. While this paper profiles a few studies that have begun to bridge the disconnect between feedback-seeking and feedback-giving research, one of its limitations is that it does not adopt a systematic approach in reviewing all potential methodologies.
Originality/value
This paper provides a first step toward studying feedback episodes as dyadic and dynamic processes. In doing so it helps solving one of the long-standing puzzles in management research namely why feedback interventions are sometimes detrimental to performance.
Objetivo
El objetivo de este artículo es extender los argumentos de DeNisi & Smith Sockbeson, que hacen un llamamiento para conectar la investigación sobre buscar y ofrecer feedback (retroalimentación). Desarrollamos aún más su propuesta sugiriendo que la investigación futura sobre feedback debe adoptar sistemáticamente una aproximación diádica y dinámica para mejorar nuestra comprensión de los episodios de feedback.
Diseño/metodología/aproximación
El artículo revisa la literatura empírica en el campo del feedback y desarrolla argumentos conceptuales para vincular la investigación en busqueda de feedback e intervenciones de feedback.
Resultados
Sobre los resultados de trabajos previos los autores concluyen que la imagen actual de los procesos de feedback en la literatura es excesivamente estática y desde un solo punto de vista. Es más, se argumenta que la investigación en feedback puede no haber seguido algunos desarrollos conceptuales y metodológicos recientes en la investigación sobre comportamiento organizativo diádico.
Limitaciones/implicaciones
El presente trabajo toma los argumentos de DeNisi & Smith Sockbeson como punto de partida, y con ello contribuye a desarrollar una imagen más completa sobre como los procesos de feedback se despliegan en las organizaciones. Si bien el trabajo comenta algunos trabajos que han comenzado a conectar las hasta la fecha desconectadas literaturas en buscar y ofrecer feedback, su limitación principal reside en que no adopta una revisión sistemática de todas las metodologías potenciales.
Originalidad/valor
El trabajo ofrece un primer paso hace el estudio de los episodios de feedback como procesos diádicos y dinámicos. De este modo contribuye a solventar uno de los retos clásicos en la investigación en gestión: porqué las intervenciones de feedback son en ocasiones negativas para el rendimiento.
Objetivo
Este artigo visa estender o argumento de DeNisi & Smith Sockbeson, que preenche a lacuna entre a pesquisa sobre buscar feedback e dar feedback. Nós impulsionamos ainda mais o seu argumento, sugerindo que a futura pesquisa sobre o feedback deve adotar sistematicamente uma abordagem diádica e dinâmica para melhorar nossa compreensão dos episódios de feedback.
Design/metodologia/abordagem
Este artigo revisa o trabalho empírico anterior no domínio do feedback e desenvolve argumentos conceituais para vincular pesquisas de busca de feedback e de intervenção de feedback.
Resultados
Com base em trabalhos anteriores, os autores concluem que a representação atual dos processos de feedback na literatura pode ter sido excessivamente estática e unilateral. Além disso, argumenta-se que a pesquisa de feedback pode não ter se atualizado com desenvolvimentos conceituais e metodológicos recentes na pesquisa do comportamento organizacional diádico.
Limitações/implicações da pesquisa
Este artigo baseia-se no argumento de DeNisi & Smith Sockbeson, contribuindo, por sua vez, para um quadro mais completo de como os processos de feedback se desdobram nas organizações. Enquanto o artigo mapeia alguns estudos que começaram a reduzir a desconexão entre a pequisa sobre buscar e dar feedback, uma de suas limitações é que ela não adota uma abordagem sistemática ao revisar todas as metodologias potenciais.
Originalidade/valor
Este artigo fornece um primeiro passo para o estudo de episódios de feedback como processos diádicos e dinâmicos. Ao fazê-lo, ajuda a resolver um dos quebra-cabeças de longa data na pesquisa em administração, principalmente porque as intervenções de feedback às vezes são prejudiciais ao performance.
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Kai-Tang Fan, Yuan-Ho Chen, Ching-Wen Wang and Minder Chen
Virtual teams are becoming a norm in current knowledge-based society and offer a wide range of organizational benefits. This paper aims to investigate the effects of leaders’…
Abstract
Purpose
Virtual teams are becoming a norm in current knowledge-based society and offer a wide range of organizational benefits. This paper aims to investigate the effects of leaders’ motivating language (ML) and feedback approach on virtual team members’ creativity performance.
Design/methodology/approach
A 2×2 with pre-test and post-test experimental design was employed to explore how to stimulate virtual team members’ creativity performance using a group decision support system.
Findings
The results show that leaders’ ML and feedback approach via e-mail instructions have different interaction effects on members’ creativity and idea generation performance. Team members receiving direction-giving instructions generate more ideas under the demanding feedback approach and team member receiving instructions with more empathetic language exhibit higher creativity performance under the encouraging feedback approach.
Research limitations/implications
Shortcomings of virtual environment and leadership remain the major factors influencing such findings. Since the results are also restrained by the functionality of the utilized software tool, tools for virtual teams are recommended to include features that can support the effective use of team leaders’ motivational language.
Social implications
Virtual team leaders should provide proper guidance to members using understanding and empathetic wording approach. For task-oriented work, leaders should consider giving more specific instructions and provide constant feedback for completed work. For creative work, leaders should give positive encouragement as feedback or even challenge team members to stimulate their creativity. Additionally, facilitation rules can be set up in advance so that the intelligent agent can timely send out follow-up instructions/feedback.
Originality/value
The gained insights beneficially help tool developers for virtual teams build/enhance their tools based on the need of team leaders. This paper also usefully offers important implications regarding how to motivate virtual team members’ creative thinking.
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Student teachers completing a three year pre‐service primary teaching degree in New Zealand experience a practical teaching component called professional practice. This is carried…
Abstract
Student teachers completing a three year pre‐service primary teaching degree in New Zealand experience a practical teaching component called professional practice. This is carried out in school placements for block periods and involves a visiting lecturer from their institution observing them teaching to ensure they are meeting their specific learning outcomes. One of the significant aspects of the lecturer visit is the giving of both spoken and written feedback to students on a variety of areas of their teaching practice. This action research was carried out over a two‐year period using the experiences of students in their second and third years to investigate the quality of feedback they received and the ways in which it could be improved. Throughout the study, the researcher used a qualitative research approach that involved in‐depth interviews and surveys with the students and two focus‐group discussions with lecturers. This approach allowed her to focus on her own practice of giving feedback to student teachers and to discover some unexpected aspects about herself as a practitioner. These reflections and other aspects of the study identified the key aspects for best quality feedback practice as; written reflections by the student teachers pre‐prepared questions by the observing lecturer in order to provide structure and guidance for the feedback process; establishment of as much time as possible for the feedback discussions; lecturers employing coaching skills for adult learners; honesty as a valued and welcomed trait; recognition that tacit knowledge is valuable and should be shared; and lecturers being readily available to students and able to provide them with prompt responses.
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Tara J. Shawver and William F. Miller
The Giving Voice to Values (GVV) program takes a unique approach to ethics education by shifting the focus away from a philosophical analysis of why actions are unethical to a…
Abstract
The Giving Voice to Values (GVV) program takes a unique approach to ethics education by shifting the focus away from a philosophical analysis of why actions are unethical to a focus on how individuals can effectively voice their values to resolve ethical conflict. The authors explore how peer feedback and peer assessment, when implemented within a GVV module, can increase students’ understanding of ways to resolve ethical dilemmas, increase student engagement, and increase confidence in confronting unethical actions. The findings indicate that the use of peer feedback and assessment increases students’ understanding of ways to resolve ethical dilemmas, increases confidence in confronting unethical actions, and student attitudes suggest that assessing peers is a way to learn from each other and enhances interaction/engagement of students in the course. The teaching methods described in this study can easily be implemented in any specific discipline or accounting ethics course.
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Ingrid Van Rompay-Bartels and Jannemieke Geessink
In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to…
Abstract
Purpose
In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.
Design/methodology/approach
Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.
Findings
The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.
Originality/value
This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.
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Christine Gimbar, Gabriel Saucedo and Nicole Wright
In this paper, the authors examine auditor upward feedback, which provides a unique opportunity for staff auditors to exercise their voice within an audit firm. Upward feedback…
Abstract
Purpose
In this paper, the authors examine auditor upward feedback, which provides a unique opportunity for staff auditors to exercise their voice within an audit firm. Upward feedback can improve employee perceptions of fairness and justice while mitigating feelings of burnout and turnover intentions, thus enhancing audit quality. However, it is unclear which circumstances improve the likelihood that auditors will use their voice and give feedback to superiors. The purpose of this study is to investigate contextual factors that impact the likelihood that auditors will provide upward feedback.
Design/methodology/approach
Using a 2 × 2 + 2 experiment with staff auditors, the authors test the likelihood of giving feedback when presented with different feedback systems (electronic anonymous, face-to-face or no opportunity) and experiences with managers (favorable or unfavorable).
Findings
The authors find that, while feedback type alone does not change the likelihood of auditors providing upward feedback, auditors are more likely to provide feedback after a favorable manager experience than an unfavorable one. The likelihood of providing feedback after an unfavorable experience is higher, however, when the feedback type is electronic and anonymous as opposed to face-to-face. Additional analyses illustrate strong relationships between manager experience, feedback type and procedural justice, which significantly influence the turnover intentions of staff auditors.
Originality/value
To the best of the authors’ knowledge, the authors are the first to examine the value of subordinates’ upward feedback on firm outcomes, including burnout and turnover intention.
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