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A recent article reported that employees′ performance increased when they were allowed to chose the production method and were provided with the outcome feedback on their performance. Extends that study by analysing the effect of discretion, outcome feedback, and process feedback on employee satisfaction. The results of the experiments indicate that, although providing discretion and outcome feedback improved employee satisfaction, the improvement was statistically insignificant. The more interesting result indicates that satisfaction was significantly improved when employees were provided with process feedback in addition to discretion and outcome feedback.

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.

This paper hypothesized that ratees who share their multisource feedback with raters and ask for suggestions would improve more than other ratees. The participants were 5,335 ratees in a large, global corporation who received multisource feedback. Nine months after the initial survey, there was a follow‐up survey in which raters indicated whether the feedback recipient had shared the feedback and asked for suggestions. One year after the initial survey, there was a second multisource feedback survey. It was found that sharing feedback and asking for suggestions accounted for only a very small (albeit statistically significant) proportion of variance in improvement over time. This paper discusses factors that may affect the impact of sharing feedback and asking for suggestions following multisource feedback.

To provide an insight into the work of sound artists who use feedback to create music based on Heinz von Foerster's “order from noise” principle.

Selected examples of current and past working methods are given to demonstrate the research value of the artistic use of feedback music. It is attempted to find analogies between multi‐disciplinary uses of feedback by using the language of cybernetics to describe artistic practice. The text is augmented by graphic representations of audible feedback.

Audible feedback is suggested as a prime example to study the behaviour of circular systems. Feedback music is established as valid artistic practice. A set of questions is devised to push forward a pan‐disciplinary discussion about feedback mechanisms.

Very little research has been done on the subject, thereby the paper concentrates on subjective interpretations by the author.

Can only be considered a starting point for further research.

This paper is written for the curious reader who wants to discover the feedback strand of experimental music. It serves as another example for Heinz von Foersters boundary defying influence.

Through the years, positive feedback has been accepted as an effective method of improving employee performance. However, recent research reviews question across individual consistency of this effect. This inconsistency may arise from the interaction of feedback type (positive and negative) with individual differences. A Contingency Model of Feedback is proposed. This model integrates previous theory and research. It has implications which would allow service sector managers to select the most appropriate feedback type for each employee.

Describes a feedback system for distant students including the tools and documents to provide feedback on frequent fixed response assignments and on projects or essay response assignments. A distance feedback system depends upon carefully planned, written assignments; specified evaluation criteria; and technology. It includes documentation, progress tracking, standardized responses based upon the specified evaluation criteria, and multiple assessments during the course. The proposed feedback system accommodates technological limitations yet provides useful feedback to facilitate distant student learning. The system could be adapted to benefit students enrolled in traditional instruction. A description of the feedback system components follows a brief introduction to instructional feedback and feedback levels and functions.

In response to the less satisfied National Student Survey, UK universities have committed to transform assessment and feedback experience. This paper aims to explore how the diversity of online assessment and feedback offer a better learning experience for international students.

By using the action research method, the research investigated academic and international students' first experience on audio feedback and online text. Video interviews and online questionnaires were carried out.

All research participants would like to receive assessment feedback in audio form. This reflects the learning experience of students and suggests that the support of a higher educational institution or a tutor could provide for assessment and feedback enhancement in the digital world is mandatory. Other than the technological and instrumental advantage, the “human element” of audio feedback makes it unique and interesting to listen to in contrast to online written feedback.

It is recognised that the number of student participants was small but the qualitative findings demonstrate some key issues in relation to international student experience and the effectiveness and engagement of assessment feedback that may inspire future empirical research.

Some conditions under which feedback is likely to be effective are not met as frequently as originally believed, audio feedback can be thoughtfully considered as an alternative assessment feedback mechanism for international students.

The “‘human element’ of audio assessment feedback” defeats online written text for international students. They appreciate the effort spent by the tutor to provide them assessment and feedback personally by “talking to them”.

The literature on positive feedback trading has grown considerably in recent years. The purpose of this paper is to provide a review of the theoretical and empirical literature on positive feedback trading and especially the literature related to the Sentana and Wadhwani (1992) model.

This literature review covers theoretical and empirical work in this area and it points out shortcomings and potential extensions of the basic feedback model.

The evidence so far points in the direction of positive feedback trading being present in aggregate stock market indices, index futures, bond markets, foreign exchange markets and individual stocks. There are some important issues that require further investigation. For example, it is likely that feedback trading is a function of longer lags of past return. Likewise, asymmetric behavior during up and down markets appears to be the rule rather than the exception. More importantly, the models should allow for positive as well as negative feedback and be general enough to investigate feedback trading behavior in individual assets and not just the aggregate market.

The discussion points out theoretical and empirical limitations and shortcomings of the extant literature.

This is the first paper to review positive feedback trading, implications, limitations and need for future research.

Honest criticism is hard to take, particularly from a relative, a friend, an acquaintance, or a stranger. This idea came about because of the author′s involvement in a major training programme, to develop improved communications and sales skills for new employees, in a major UK group operating in the financial sector. Whilst working with this company, he became aware that the mechanisms for giving feedback paid little attention to the needs of programme recipients, or to the context in which the feedback was provided. To address these deficiencies, he started to read more of the material available in this area, and this led him to the conclusion that few of the training programmes he had worked on, in his formative years as a trainer and developer, provided effective feedback. Suggests a model which makes a clear distinction between positive and negative feedback, and between receiving feedback information directly (direct or intrinsic feedback) and indirectly (indirect or extrinsic feedback). Hopes to stimulate debate amongst fellow developers working in this area.

This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional growth in the teacher-educator classroom.

For this study, JLS took place in two different methods courses and followed the lesson study (LS) framework using the small group rotations of JLS. In each course, the JLS small group teams taught another team before receiving feedback and revising their lessons. Then they would teach another group. After each iteration, teams debriefed and reviewed the feedback to revise their lessons and prepare for reteaching. Following the JLS process, TCs reflected on the impact of feedback in a post-survey that was analyzed, coded and aligned with their lesson iterations and revisions.

Both integrated language arts (ILA) and math TCs reported that receiving peer feedback improved their lessons, instructional materials, revisions and student engagement. Through collaboration, TCs valued peer dialog, multiple perspectives and TCs learned to provide and receive constructive feedback professionally. Overall, feedback and collaboration helped strengthen their lesson planning as they considered multiple perspectives. Feedback helped TCs consider differentiation and the diversity of learners as well as student engagement while building their professional knowledge.

Although a previous study has shown an impact of JLS in ILA teacher-education courses with a broader scope in mathematics courses, this study focused on the JLS process in two teacher-education courses. Furthermore, current research tends to focus on the LS process, but this study focused specifically on TCs’ perceptions of the impact of feedback of their professional and instructional growth.