Feedback orientation is an individual difference that involves seeing feedback as useful, feeling accountable to act on feedback, being aware of social information, and feeling self-assured when dealing with feedback. In this study, the authors present a test of a model of the feedback-seeking process that includes feedback orientation. They hypothesize that emotional intelligence and the organization’s feedback environment are correlates of feedback orientation and that feedback orientation is indirectly related to task performance and leader–member exchange ratings made by the supervisor through increased feedback-seeking behavior. Results largely support the hypothesized model, demonstrating the importance of this construct for performance management research

Pulakos and O' Leary (2011) noted that the ongoing informal feedback exchanges between managers and employees can enhance the effectiveness of performance management. However, they did not take into consideration the context in which feedback is shared. A growing body of literature on the feedback environment demonstrates how contextual factors shape the meaning and impact of feedback. We suggest that the behavioral changes that Pulakos and O'Leary recommended can be accomplished by helping managers to develop a supportive feedback environment within their work group (Herold & Parsons, 1985;London, 2003;Steelman, Levy, & Snell, 2004). Many of the communication barriers that derail formal performance management interventions can be overcome in workplace contexts in which supervisors have created an environment that is consistently supportive of constructive feedback exchanges. Consequently, our intent in this commentary is to provide readers with a brief overview of research on the feedback environment because attempts to build effective performance management systems are unlikely to succeed in climates that are hostile to feedback exchanges.

Interventions for victims of intimate partner violence (IPV) is a public health priority. This study used semistructured, in‐depth interviews to explore key features and self‐reported changes associated with a community‐based, trauma‐informed brief intervention (TIBI) for victims of IPV. Using open coding of transcripts and cross‐case analysis to determine prominent patterns and themes within and between participants, TIBI was perceived as beneficial, safe, and innovative. Positive changes, including improved physical health, psychological well‐being, quality of life, confidence, hope, and personal control, were reported and maintained postintervention. Key features of the intervention were described as increased IPV knowledge, which women attributed as the gateway to healing, learning how to reframe thoughts in a productive way and developing various skills in coping with IPV. This research provides preliminary evidence that a community‐based TIBI is both acceptable to clients and potentially useful in reducing the negative consequences of IPV.

The authors present a theoretically and empirically grounded training for multiculturally inclusive teaching for new instructors. After implementing this training, qualitative data were gathered from instructors to identify their experience of the training and concerns related to incorporating issues of diversity into their classrooms (Study 1). At the end of the semester immediately following the training, quantitative data were gathered from instructors and their students to examine the interaction between students' and instructors' perceived diversity emphasis (Study 2). When allowed to choose the extent to which they incorporated issues of diversity in their classes, the instructors differentially reported emphasizing diversity in class. In addition, results from multi-level linear modeling analyses demonstrated that instructors' reported emphasis on diversity in the classroom did not predict students' perceptions of the inclusion of issues of diversity. The authors discuss implications for the development of multiculturally supportive programs of learning at universities.

We examined whether students with access to a supplemental course Web site enhanced with e-mail, discussion boards, and chat room capability reacted to it more positively than students who used a Web site with the same content but no communication features. Students used the Web sites on a voluntary basis. At the end of the semester, students using the enhanced site earned more points in the class than students using the basic Web site. Additionally, students using the enhanced site reported using it more often and reported higher satisfaction with the Web site, course, and instructor. We discuss practical implications of these findings

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Researchers have issued a call for research on emotional labor to move beyond service roles to other organizational roles (Ashforth & Humphrey, 1993). The present paper proposes that emotional labor plays a pivotal role during performance feedback exchanges between supervisors and subordinates. We suggest that the emotional labor supervisors engage in while providing performance feedback is a vital mechanism by which leaders impact followers' perceptions of the feedback environment (Steelman, Levy, & Snell, 2004) and, subsequently, important outcomes (e.g., employee satisfaction with the feedback, motivation to use feedback, feedback seeking frequency, and LMX quality).

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