Improving Feedback Reports: The Role of Procedural Information and Information Specificity

Abstract

We investigated the effects of varying two types of information in feedback reports on feedback reactions in the context of managerial skill development. We found that favorable reactions increased when a high amount of procedural information was given. Furthermore, unfavorable reactions diminished when participants received low specific information. Fifteen months after the assessment of feedback reactions, we also measured students' self-reported involvement in developmental activities 15 months after receiving feedback and found a significant and positive relationship between favorable feedback reactions and developmental activities. These results provide useful suggestions for management educators to enhance feedback reactions in managerial skill development.

Feedback provision, nurses’ well-being and quality improvement: towards a conceptual framework

“…, Feys et al . , Murthy & Schafer , Van Dijk & Kluger ). The FIT and affiliated studies certainly provide clues for effectively using feedback provision to stimulate quality improvement.…”

Feedback perceptions and attribution by secretarial employees

“…Thus, when people receive negative feedback substantiated by specific comments explaining exactly why the feedback on their performance was negative, it becomes difficult -if not impossible -to attribute this to external uncontrollable causes. When workers receive the same feedback without specific remarks, making external attributions for this feedback is more likely (Feys et al, 2011). No general differences were found with respect to sender status, that is, whether the feedback comes from a supervisor or co-worker -irrespective of the recipients educational level and career phase -the feedback does not affect feedback perceptions or attributions of secretarial employees.…”

“…The study by Klein et al (1971) revealed that satisfaction with feedback is influenced by the perception of the sender's familiarity with the work unit: feedback from a sender with low familiarity with the work unit was perceived less positive than feedback from a sender with high familiarity with the work unit. Similarly, Halperin et al (1976) and Feys et al (2011) found that perceived feedback credibility and willingness to improve depended on a sender's expertise. Finally, expertise of the sender has been found to influence intrinsic motivation (Cusella, 1982).…”

“…However, no differences were found for willingness to improve, affect, and attribution. Other researchers such a Halperin et al (1976) and Feys et al (2011) found feedback sender's expertise to be an important factor for perceived feedback credibility and willingness to improve.…”

Entrepreneurship Education. Built Upon the Concepts of Experience and Responsibility

“…Pittaway and Cope (2007) found that emotional exposure played a major role in creating an environment for effective entrepreneurial learning. For Feys et al (2011) cognitive and affective processes are needed in self-regulation. Therefore Shrivastava (2010) calls for a more holistic pedagogy that integrates emotional and cognitive learning to be able to change human behaviour.…”