Adaptive Self-regulation: A Process View of Managerial Effectiveness

Tsui, Anne S.; Ashford, Susan J.

doi:10.1177/014920639402000105

Cited by 202 publications

(177 citation statements)

References 63 publications

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“…In other words, achieving the reduced perceptual discrepancies is not an end in itself; just as important is the positive impact it can have on personal and employee outcomes (Hollenbeck, 1989;Phillips, Hollenbeck, & Ilgen, 1996). Thus, managerial behaviors and actions improved through the self-awareness coaching intervention should not only be recognized by others (discrepancy reduction), but should also result in improved attitudes of the target managers themselves-since they became aware of the facts, learned how to evaluate them, and developed effective behavioral responses-and better attitudes of their employees -since, due to the change in managerial behaviors and actions, they operate under more effective managers and thus have a favorable attitudinal reaction (Atwater, Waldman, Atwater, & Cartier, 2000;Atwater et al, 2002;Tsui & Ashford, 1994).…”

Section: Background Of the Studymentioning

confidence: 99%

360‐degree feedback with systematic coaching: Empirical analysis suggests a winning combination

Luthans¹,

Peterson

2003

Human Resource Management

170

105

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Wanted: High-performance work practices to gain a competitive advantage. An increasingly common answer to this desperate call is 360-degree programs; unfortunately, they have, at best, mixed reviews when empirically assessed. This study found that a way to improve the effectiveness of 360s may be to combine them with coaching focused on enhanced self-awareness and behavioral management. In a small manufacturer, this feedback-coaching resulted in improved manager and employee satisfaction, commitment, intentions to turnover, and at least indirectly, this firm's performance. This feedback-coaching may be a winning combination to help in the competitive battles in today's global economy.

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Section: Background Of the Studymentioning

confidence: 99%

360‐degree feedback with systematic coaching: Empirical analysis suggests a winning combination

Luthans¹,

Peterson

2003

Human Resource Management

170

105

View full text Add to dashboard Cite

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“…Individuals with lower self-esteem tend to take feedback situations too personally, ruminate about self-worth and show weakened ability to deal with both positive and negative feedback than individuals with higher self-esteem (Brown, 2010;Krenn et al, 2013). Feedback-seekers with low self-esteem usually tend to avoid negative feedback and prefer utilization of indirect feedback-seeking methods (Tsul & Ashford, 1994).…”

Section: Psychological Factors Of the Feedback-related Behaviormentioning

confidence: 99%

Construction and Application of Radical Candor: Efficiency of Criticism at Work

Vich

Kim²

2016

CEBR

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Negative feedback has been repeatedly identified as beneficial for organizational learning, adaptability, and performance. Despite having these advantages, most organizations still do not use negative feedback to its full potential, as they fail to spread it correctly among their members. The application of negative feedback, therefore, faces several issues like misuse or process avoidance that are mostly driven by psychological factors. The purpose of this paper is to discuss potential benefits of a newly emerged organizational approach called radical candor for contemporary state of the art in feedback-related behavior and to propose how it might be successfully applied in organizational settings. We define radical candor as a proactive and compassionate engagement in an unpleasant and direct feedback process. Radical candor may help reduce the influence of psychological factors like extreme levels of attachment, harsh emotions or low self-esteem in order to make organizational members more engaged and satisfied with the negative feedback process. Organizations willing to apply radical candor might consider either official implementation from top to bottom (through managers and leadership) or unofficial intervention through the agents (employees of all levels) depending on company characteristics.

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“…Feedback of a negative type can be useful and point out which measures need to be taken to get competencies back on track (cf. Tsui and Ashford 1994). It is therefore likely that ISAs who are learning-oriented will interpret negative feedback from their suppliers more diagnostically than destructively.…”

Section: Feedback and Goal Orientationmentioning

confidence: 99%

“…In the scenario where for example particular setbacks may have occurred due to a lack of skill, some people are motivated to work harder to achieve an outcome (cf. Tsui and Ashford 1994). Learning orientation therefore provides a motive to work longer hours primarily due to the intrinsic reward gained from enjoying work and is therefore expected to positively relate to overall time and effort expended on the job (Dweck and Leggett 1988;VandeWalle et al 1999).…”

Section: Goal Orientations and Work Behaviormentioning

confidence: 99%