Reflection as a strategy to enhance task performance after feedback

Anseel, Frederik; Lievens, Filip; Schollaert, Eveline

doi:10.1016/j.obhdp.2009.05.003

Cited by 205 publications

(202 citation statements)

References 66 publications

(46 reference statements)

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“…Recently, calls have been made to develop new interventions for enhancing feedback processes that have the potential to impact on immediate reactions to feedback (e.g., Anseel et al, 2009). We think that our study fills this gap in the literature and extends the current theoretical focus on how the processing of information may facilitate feedback interventions.…”

Section: Theoretical Implicationsmentioning

confidence: 60%

“…Feedback that is inconsistent with the existing image on the other hand, which is usually the case with negative information, will not be easily accepted and lead to negative emotions. Given the dominance of feedback sign on learners' reactions, studies of feedback reactions typically start from this basic relationship and then explore potentially influencing factors (e.g., Anseel, Lievens, & Schollaert, 2009;Atwater & Brett, 2005). In line with this approach, we will examine whether these main relationships, as represented in Hypotheses 1a and 1b (Figure 1), are moderated by procedural information and information specificity, and whether the two outcome variables, favorable 5 and unfavorable feedback reactions, have an impact on involvement in skill development.…”

Section: Feedback Signmentioning

confidence: 99%

See 1 more Smart Citation

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

Feys

Anseel

Wille

2011

AMLE

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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.

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Section: Theoretical Implicationsmentioning

confidence: 60%

Section: Feedback Signmentioning

confidence: 99%

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

Feys

Anseel

Wille

2011

AMLE

Self Cite

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“…The reflection effect is accentuated when people are conscientious, open to experience, emotionally stable, and have a rich base of prior experiences . Furthermore, systematic reflection is more effective for learning oriented people, and for people who enjoy effortful cognitive activity (Anseel et al, 2009). Likewise, people who can accurately evaluate their performance benefit more from systematic reflection (Ellis, Mendel & Aloni-Zohar, 2009;Ellis et al, 2010).…”

Section: When and For Whom Is Systematic Reflection Most Effective?mentioning

confidence: 99%

Systematic Reflection

Ellis

Carette

Anseel

et al. 2014

Curr Dir Psychol Sci

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129

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Although it is conventional wisdom that we learn most from failures and mistakes, for decades psychologists too have considered failures the most powerful learning sources. According to Thorndike's law of effect, negative outcomes that accompany failure serve as punishment, which increases the probability of adapted behavior in subsequent events. Furthermore, traditional attribution theories have posited that people who are capable of attributing failure to personal and controllable factors (e.g., limited effort) learn the most (Weiner, 2000).It is remarkable that scant research attention has been paid to the question of whether people want and are able to learn from their successes. Learning from successes not only is vital from a theoretical point of view but also has substantial practical relevance. For instance, in high-risk environments (e.g., hospitals, the nuclear power or aviation industries), failure can mean maiming, disability, and huge environmental, financial, societal, and psychological costs. Thus, it is key that people are also able to learn from their successes before disasters take place. Despite the motivational benefits successes may have (e.g., increased belief in one's competence; Hall, 1971), they also confirm prior expectancies and boost confidence in old routines, which causes restricted search and reduced attention, while increasing complacency and risk aversion (Sitkin, 1992;Zakay, Ellis, & Shevalsky, 2004).Our objective in this review was to highlight systematic reflection as an effective tool for learning from both failed and successful experiences. In the following section, we introduce systematic reflection as a learning procedure, after which we draw on a growing stream of findings that runs across different psychological domains to empirically substantiate its effectiveness. Subsequently, we review research that has sought to determine situational and person-based moderators that shape the effectiveness of systematic reflection. We end by discussing future research prospects.

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“…We used a work simulation that was previously used to study feedback mechanisms and achievement goals in other employee samples (Anseel, Lievens, & Schollaert, 2009;Van Yperen, Elliot, & Anseel, 2009;Anseel & Lievens, 2006). The work simulation consists of 10 memos and letters addressed to a General Manager of a hypothetical paint manufacturing plant.…”

Section: Taskmentioning

confidence: 99%

“…Therefore, in addition to this outcome feedback, all participants (in both the feedback conditions) received a short standardized text describing how an expert behaves on this specific performance dimension. This was the same for all participants regardless of condition (see also Anseel et al, 2009). By combining outcome feedback with guiding expert information, we aimed to create a feedback report that was diagnostic in signaling incorrect behavior and constructive when trying to enhance performance.…”

Section: Design and Experimental Manipulationsmentioning

confidence: 99%

Feedback type as a moderator of the relationship between achievement goals and feedback reactions

Anseel¹

2012

Human Resource Management International Digest

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We would like to thank Michael M. Harris and Filip Lievens for their comments on an earlier version of this paper and Marc Covents for his programming work on the webbased work simulation. The aim of the current study is to shed new light on the inconsistent relationship between performance-approach goals and feedback reactions by examining feedback type as a moderator. Results of a field experiment (N = 939) using a web-based work simulation task showed that the effect of achievement-approach goals was moderated by feedback type. Relative to individuals pursuing mastery-approach goals, individuals pursuing performance-approach goals responded more negatively to comparative feedback but not to task-referenced feedback. In line with the hypothesized mediated moderation model, the interaction between achievement goals and feedback type also indirectly affected task performance through feedback reactions. Providing employees with feedback is a key psychological principle used in a wide range of human resource and performance management instruments (e.g., developmental assessment centers, multi-source/360 degrees feedback, training, selection, performance appraisal, management education, computer-adaptive testing, and coaching). The current study suggests that organizations need to strike a balance between encouraging learning and encouraging performance, as too much emphasis on comparative performance (both in goal inducement and in feedback style) may be detrimental to employees' reactions and rate of performance improvement. The achievement goal approach to achievement motivation has emerged as a highly influential framework for understanding how people define, experience, and respond to competence-relevant situations (Elliot, 2005). Although there are some differences among achievement goal theorists regarding the exact nature and functioning of these goals, they generally agree that three achievement goals can be distinguished (e.g., Elliot and Church, 1997;VandeWalle, 1997). Mastery-approach (MAp) goals imply that the individual is focused on the development of one's competence and thus, involve an emphasis on intrapersonal standards. The purpose of mastery-approach goal individuals is to learn and to improve on the task at hand, and ultimately, to achieve complete mastery of the task. Performance goals, in contrast, are grounded in interpersonal standards and may either emphasize the attainment of competence relative to others, or the avoidance of incompetence relative to others.These goals are referred to as performance-approach (PAp) goals and performanceavoidance (PAv) goals, respectively (Elliot, 2005).The general picture arising from two decades of research is that MAp goals are most adaptive for learning outcomes, whereas PAv goals are consistently associated with unwanted effects (e.g., Elliot, 1999Elliot, , 2005Payne, Youngcourt, & Beaubien, 2007).For PAp goals, the story has been mixed. Some studies reported that these goals were associated with positive outcomes such as persistence, effort, task int...

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Reflection as a strategy to enhance task performance after feedback

Cited by 205 publications

References 66 publications

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

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

Systematic Reflection

Feedback type as a moderator of the relationship between achievement goals and feedback reactions

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