Abstract
Four strategies are suggested for the multiple roles that faculty in management classrooms play in providing feedback information to students. These roles include producing feedback that informs students about the level and degree of their knowledge (personal feedback seeking) and providing a model of the workplace supervisor that students can take into professional life. The strategies use (a) topic knowledge, (b) awareness of the feedback process, (c) cognitive modeling, and (d) practice in feedback-seeking behavior. Classroom activities for increasing students' feedback awareness and developing feedback-seeking ability are included, as are topics for student review of the literature.
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