Effects of multisource feedback and a feedback facilitator on the influence behavior of managers toward subordinates.

Seifert, Charles F.; Yukl, Gary; McDonald, Robert L.

doi:10.1037/0021-9010.88.3.561

Cited by 115 publications

(115 citation statements)

References 31 publications

Supporting

Mentioning

110

Contrasting

Order By: Relevance

“…This finding is congruent with other studies (Seifert et al 2003;Sargeant et al 2008;Stalmeijer et al 2010). The three sources did not seem to have the same impact, though.…”

Section: Feedback Use In Pdpssupporting

confidence: 82%

Do GP trainers use feedback in drawing up their Personal Development Plans (PDPs)? Results from a quantitative study

Visser

Waard

2012

Medical Teacher

View full text Add to dashboard Cite

Background: General practice (GP) trainers play a key role GP trainees' education. To stimulate development of trainer competencies a Personal Development Plan (PDP) can be helpful, especially when feedback is incorporated. Aims: To investigate to what extent GP trainers use feedback in PDPs. Methods: GP trainers were provided with three feedback sources: trainees' rating scores, trainees' narrative comments, and selfassessment scores. Trainers were instructed to use these while drawing up PDP goals. With quantitative analyses the extent to feedback sources were used was determined. Results: Of the trainers 93% submitted a PDP. More than 75% of goals were based on provided feedback. Multiple sources addressing the same issue increased feedback use. If two sources pointed in the same direction, feedback was used more often if one of them concerned ''narrative comments''. Ratings were lowest for GP-related Expertise and Teaching Skills. Most goals defined concerned these domains. Fewer goals regarded Personal Functioning. Proportion of feedback used concerning Personal functioning was lowest. Conclusions: GP trainers use most feedback and address issues most commented upon. Narrative comments deserve a profound place when eliciting feedback. Research into the quality with which feedback is used in PDP goals should complement these results.

show abstract

“…This finding is congruent with other studies (Seifert et al 2003;Sargeant et al 2008;Stalmeijer et al 2010). The three sources did not seem to have the same impact, though.…”

Section: Feedback Use In Pdpssupporting

confidence: 82%

Do GP trainers use feedback in drawing up their Personal Development Plans (PDPs)? Results from a quantitative study

Visser

Waard

2012

Medical Teacher

View full text Add to dashboard Cite

show abstract

“…This creates a challenge in the context of Accreditation Council for Graduate Medical Education (ACGME) requirements for use of multisource feedback in resident evaluations. 23,25 We also found that a concerning number of our responders reported not giving any feedback at all to the residents, highlighting the challenges of creating an educational environment where staff feedback is expected and encouraged. It also underscores the importance of asking staff members the appropriate questions to allow them to feel more comfortable with and engaged in the resident evaluation process.…”

Section: Discussionmentioning

confidence: 92%

“…7,15,22 Think-aloud interviews by Mazor et al 19 revealed that raters frequently base their evaluations on general impressions rather than directly observed behaviors, and they had different interpretations of the desired behaviors they were rating. 15,23 Although training has been shown to improve faculty ability to give feedback, nonphysician staff members who participate in multisource feedback rarely receive comparable training. 24 Our findings add to the knowledge about competencies that nonphysician staff members feel competent and comfortable in evaluating.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Nonphysician Staff Members' Self-Perceived Ability to Provide Multisource Evaluations of Residents

Nikels¹,

Guiton²,

Loeb³

et al. 2013

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background Multisource evaluations of residents offer valuable feedback, yet there is little evidence on the best way to collect these data from a range of health care professionals. Objective This study evaluated nonphysician staff members' ability to assess internal medicine residents' performance and behavior, and explored whether staff members differed in their perceived ability to participate in resident evaluations. Methods We distributed an anonymous survey to nurses, medical assistants, and administrative staff at 6 internal medicine residency continuity clinics. Differences between nurses and other staff members' perceived ability to evaluate resident behavior were examined using independent t tests. Results The survey response rate was 82% (61 of 74). A total of 55 respondents (90%) reported that it was important for them to evaluate residents. Participants reported being able to evaluate professional behaviors very well (62% [36 of 58] on the domain of respect to staff; 61% [36 of 59] on attire; and 54% [32 of 59] on communication). Individuals without a clinical background reported being uncomfortable evaluating medical knowledge (60%; 24 of 40) and judgment (55%; 22 of 40), whereas nurses reported being more comfortable evaluating these competencies. Respondents reported that the biggest barrier to evaluation was limited contact (86%; 48 of 56), and a significant amount of feedback was given verbally rather than on written evaluations. Conclusions Nonphysician staff members agree it is important to evaluate residents, and they are most comfortable providing feedback on professional behaviors. A significant amount of feedback is provided verbally but not necessarily captured in a formal written evaluation process.

show abstract

“…Various authors have pointed out that merely reading an analysis of ratings by students or being aware of weaknesses does not automatically incite teachers to reflect on and look for ways to improve their teaching practice (Atwater et al 2002;Seifert et al 2003;Smither et al 2005). Moreover, there is evidence that unfacilitated feedback can cause negative emotional reactions, like denial and defensiveness, which can even raise barriers to reflection (DeNisi & Kluger 2000;Sargeant et al 2008;Overeem et al 2009) and behavioural change (Sargeant et al 2008).…”

Section: Introductionmentioning

confidence: 99%

Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

View full text Add to dashboard Cite

Background: Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. Aim: We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. Method: In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Results: Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Conclusions: Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

show abstract

Effects of multisource feedback and a feedback facilitator on the influence behavior of managers toward subordinates.

Cited by 115 publications

References 31 publications

Do GP trainers use feedback in drawing up their Personal Development Plans (PDPs)? Results from a quantitative study

Do GP trainers use feedback in drawing up their Personal Development Plans (PDPs)? Results from a quantitative study

Evaluating Nonphysician Staff Members' Self-Perceived Ability to Provide Multisource Evaluations of Residents

Peer group reflection helps clinical teachers to critically reflect on their teaching

Contact Info

Product

Resources

About