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The paper seeks to show that self‐determination is a widely regarded motivational variable in educational research that relates to intrinsically motivated, self‐directed learning at work. This study aimed to find out whether the possibility to provide upward feedback to supervisors contributes to employees' feelings of self‐determination. This should only be the case if the subordinates perceive the possibility to provide feedback as a serious possibility of influence and improvement.

The paper finds that in a cross‐sectional case study, 76 employees from a high‐tech industry enterprise were surveyed for their perception of upward feedback and their feeling of self‐determination by questionnaire. Self‐determination was measured by the support of the intrinsic needs of autonomy, competence and social relatedness at the workplace.

The paper finds that, as expected, the perceived quality of the upward feedback is related positively to self‐determination. Employees who perceive the upward feedback as a chance for improving their working conditions also perceive more support of autonomy, competence and social relatedness at their workplace.

In the paper the correlative design allows no conclusions about the direction of causality between the perceived quality of the upward feedback and self‐determination. Further, due to the design the results are limited to the specific field.

The paper delivers a new aspect of the role of feedback for learning in organisations by casting light on beneficial effects for the provider of the feedback, not the receiver. It emphasises the role of empowerment and participation for establishing an organisational climate that fosters motivation and learning, and shows the possible contribution of upward feedback in this process.

The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of teachers in primary education. This study aims to examine the impact of short feedback training for inspectors (focused on effective feedback conversations) on feedback quality and on teachers ' feedback perception. In addition, it aims to study the relation between immediate perception and the delayed perception of that feedback.

In an independent sample experimental design, 15 inspectors provided feedback to 40 teachers in primary education. Nine inspectors received short feedback training (the experimental group), while six others did not receive this training (the control group).

The results indicate that feedback provided by trained inspectors can foster professional development of teachers in primary education and that short feedback training has added value. The quality of the feedback by inspectors was related to teachers ' immediate perception of the feedback and the delayed perception of the feedback.

A limitation of this study is the small group of inspectors and the limited number of feedback conversations they could provide. Further research could be aimed at examining the impact of feedback of trained inspectors on the professional development of underperforming teachers.

This paper contributes to research that examines effective ways to use feedback conversations in workplace settings for the professional development of teachers.

The purpose of this study is to investigate whether the position of employees in the organizational hierarchy is important in explaining their feedback seeking behaviour.

This study takes a social network perspective by using an ego-centric network survey to investigate employees ' feedback seeking behaviour within their professional networks. Data were collected from an online questionnaire among 243 employees working in a large multinational organization located in The Netherlands.

Results indicate that employees frequently seek feedback from colleagues within the same department. However, managers or leaders seek significantly less feedback from colleagues in the same department and from coaches, as compared to others. Furthermore, employees perceive the feedback they receive from managers/leaders, coaches, and colleagues in the same department as useful.

The study findings extend the existing literature on the dynamics of feedback seeking of employees across different hierarchical levels. Methodologically, an egocentric network survey was used to investigate the employees ' relationships within their professional network. The findings suggest that this approach, novel in research on feedback seeking, is valuable and promising.

This study aims to investigate quality of feedback as offered by supervisor-assessors with varying levels of assessor expertise following assessment of performance in residency training in a health care setting. It furthermore investigates if and how different levels of assessor expertise influence feedback characteristics.

Experienced (n=18) and non-experienced (n=16) supervisor-assessors with different levels of assessor expertise in general practice (GP) watched two videotapes, each presenting a trainee in a “real-life” patient encounter. After watching each videotape, participants documented performance ratings, wrote down narrative feedback comments and verbalized their feedback. Deductive content analysis of feedback protocols was used to explore quality of feedback. Between-group differences were assessed using qualitative-based quantitative analysis of feedback data.

Overall, specificity and usefulness of both written and verbal feedback was limited. Differences in assessor expertise did not seem to affect feedback quality.

Results of the study are limited to a specific setting (GP) and assessment context. Further study in other settings and larger sample sizes may contribute to better understanding of the relation between assessor characteristics and feedback quality.

Findings suggest that even with supervisor-assessors with varying levels of assessor expertise who are trained in performance assessment and the provision of performance feedback, high-quality feedback is not self-evident; coaching “on the job” of feedback providers and continuous evaluation of feedback processes in performance management systems is crucial. Instruments should facilitate provision of meaningful feedback in writing.

The paper investigates quality of feedback immediately following assessment of performance, and links feedback quality to assessor expertise. Findings can contribute to improvement of performance management systems and assessments for developmental purposes.

This study aims to examine the role of shared leadership (SL) practices in improving team performance (TP) in health-care producer organizations by mediating the roles of intellectual capital (IC) and team learning (TL).

Conceptual model was proposed using social learning theory and resource-based view theory. The structured questionnaire was administered to respondents of Pakistani health-care producer organizations using a cross-sectional approach. Data was collected from 23 team leaders and 203 team members from 23 different teams. PLS-structural equation modeling was applied to SmartPLS 3.2.9.

The findings revealed that SL and IC are positively associated with TP, while TL has no association with TP. Further, SL is positively associated with IC and TL. This study also found that IC significantly mediates between SL and TP. Still, no mediating role of TL between SL and TP was found.

The findings suggest health-care producer organizations adopt shared leader practices where team members are given a say in decision-making to boost their morale, leading to effective TP.

The conceptual model was created using social learning and resource-based view theories. This is an early attempt to examine the role of SL in health-care producer organizations.

This study aims to look at the current state of academic research on innovative work behavior (IWB) and how far it has progressed by using key performance analysis and science mapping techniques of bibliometric analysis.

This study has analyzed 246 publications from Web of Science database on IWB from 1989 to 2021. Data were analyzed using MS Excel and VOSviewer.

There has been a rise in the number of academic studies on IWB during the past decade. In addition, it was discovered that a significant percentage of papers had multiple authors working together on them and that collaborations between institutes in Asia and the developed world are taking place.

IWB research trends and trajectories may be assessed to enable academics and practitioners better understand the current and future trends and research directions. Future studies in this field might use the findings as a starting point to highlight the nature of the topic.

Bibliometric techniques provide a far more comprehensive and reliable picture of the field. This article has the potential to serve as a one-stop resource for researchers and practitioners seeking information that can aid in transdisciplinary endeavors by leading them to recognized, peer-reviewed papers, journals and networks.

This paper aims to provide an overview of a content analysis of sustainability policies from Canadian post-secondary education institutions. The paper reports findings on the orientations to sustainability evident in the policies; references to other policies within the documents; and other key themes on how sustainability is engaged in the policies in relation to overall governance, education, operations, research and community outreach.

A sample of 50 Canadian colleges and universities was selected based on representativeness across a range of criteria. A qualitative thematic content analysis of these policies was conducted using a collaborative coding approach.

Results suggest that most sustainability policies described a Brundtland (i.e. intergenerational) and/or three-pillar (e.g. economic, environmental and social) orientation to sustainability. Many sustainability policies also connected to other external municipal or provincial policies. In terms of various domains of sustainability, campus operations was discussed by all of the policies and in the most detail, while discussions of sustainability in education (i.e. the curriculum) and in research were vague, and discussions of sustainability in relation to community outreach were included less frequently.

This comparative study provides a broad view of sustainability policies from post-secondary institutions across Canada. It deepens our understanding of the institutions’ conceptualizations of, and priorities for, sustainability. This paper has practical implications for institutions seeking to create or further develop their own policies, and it contributes to the comparative scholarly literature on the institutionalization of sustainability in higher education.

Strong leadership in primary care is necessary to coordinate an effective pandemic response; however, descriptions of leadership roles for family physicians are absent from previous pandemic plans. This study aims to describe the leadership roles and functions family physicians played during the COVID-19 pandemic in Canada and identify supports and barriers to formalizing these roles in future pandemic plans.

This study conducted semi-structured qualitative interviews with family physicians across four regions in Canada as part of a multiple case study. During the interviews, participants were asked about their roles during each pandemic stage and the facilitators and barriers they experienced. Interviews were transcribed and a thematic analysis approach was used to identify recurring themes.

Sixty-eight family physicians completed interviews. Three key functions of family physician leadership during the pandemic were identified: conveying knowledge, developing and adapting protocols for primary care practices and advocacy. Each function involved curating and synthesizing information, tailoring communications based on individual needs and building upon established relationships.

Findings demonstrate the need for future pandemic plans to incorporate formal family physician leadership appointments, as well as supports such as training, communication aides and compensation to allow family physicians to enact these key roles.

The COVID-19 pandemic presents a unique opportunity to examine the leadership roles of family physicians, which have been largely overlooked in past pandemic plans. This study’s findings highlight the importance of these roles toward delivering an effective and coordinated pandemic response with uninterrupted and safe access to primary care.