Developmental Feedback Research Articles

Development and psychometric testing of the preceptors’ orientation competence instrument (POCI)

AimTo develop and psychometrically test a Preceptors’ Orientation Competence Instrument measuring orientation competence of nurses working as new employee preceptors. BackgroundCompetence of nurse preceptor is essential for a successful preceptorship and thus nursing staff´s commitment to the organization. DesignInstrument development according to the COSMIN guidelines. Methods and participantsFour phases were implemented: 1) establishment of the theoretical framework, modification of the validated Mentor Competence Instrument and generation of new items; 2) content validity testing; 3) structural validity testing; and 4) internal consistency testing. Content validity was evaluated by 14 experts using content validity index methods. Structural validity was evaluated using exploratory factor analysis with a convenience sample of 844 Finnish nurses. Internal consistency was evaluated by measuring Cronbach’s alpha. ResultsThe content validity index of subdimensions of the instrument ranged from 0.80 to 0.94 for relevance and 0.80–0.94 for clarity. Exploratory factor analysis resulted in a seven-factor model with 53 items (61.62% of total variance): preceptor characteristics, goal-oriented orientation, guidance in reflective discussion, knowledge of work unit orientation practices, creation of a supportive learning atmosphere, preceptor motivation and giving of developmental feedback. Cronbach’s alpha values varied from 0.79 to 0.93. ConclusionPreceptors’ Orientation Competence Instrument demonstrated adequate psychometric properties based on content and construct validity as well as internal consistency. Therefore, it is useful for self-evaluation of orientation competence of nurses working as new employee preceptors.

Lifted Up or Feet on the Ground? Leader Emotional Balancing, Developmental Feedback, and Learning

In this paper, we extend the developmental feedback (DFB) concept to include two dimensions – gap identification and gap elimination. We focus on affective mechanisms underlying the DFB – learning relationship and identify trade-offs in each of the DFB dimensions. We argue that while gap elimination elicits employee positive affect (PA) that facilitates learning via increased learning self-efficacy, it undermines learning via PA and decreased learning need recognition. Gap identification induces negative affect (NA) that works in the opposite way. Emotional balancing, or the utilization of both affect improving and affect worsening behaviors, is proposed to attenuate the negative mechanisms. We conducted a three-wave, multi-source field study to test our theoretical model. Findings largely support our proposed model. Results indicate that gap identification elicits employee NA while gap elimination elicits PA. Gap identification has a positive effect on learning via employee learning need recognition, yet a negative effect on learning via employee NA and learning self-efficacy. We also find that gap elimination positively affects learning via PA and enhanced learning self-efficacy. Furthermore, we find support for the beneficial effects of emotional balancing, which significantly moderates the outcomes of PA and NA. Our results demonstrate that receiving DFB is a highly emotional experience that creates a tension between being lifted up and keeping feet on the ground, leaders can use emotional balancing to counter employee affect’s harming effect on learning.

Challenge or Hindrance? A Self–Regulatory Model of Negative Feedback and Subordinate Creativity

In order to explain the complex impact of supervisor’s negative feedback on subordinate creativity, this study draws on a self–regulatory perspective to develop a theoretical model, in which supervisor’s negative feedback provided in different ways trigger subordinates’ challenge /hindrance appraisals of job stressor through inducing their perceived threat/support and, thereby exert a positive/negative influence on subordinate creativity. Using the data collected from 179 participants in an experimental study, it is found that (1) supervisor’s developmental negative feedback induces subordinates’ perceived support and threat, thus triggering subordinates’ challenge stress, while supervisor’s controlling negative feedback only induces subordinates’ perceived threat and increases subordinates’ hindrance stress; (2) Supervisor’s developmental negative feedback exerts an positive effect on subordinate creativity via challenge stress, while supervisor’s controlling negative feedback has a negative influence on subordinate creativity via hindrance stress; (3) Promotion focus strengthens the positive effect of subordinate’s developmental negative feedback on subordinate creativity via challenge stress. The results of this study add to the literature on the complex links between supervisor negative feedback and subordinate creativity from a new (self-regulatory) perspective.

Trouble with Big Brother: Counterproductive Consequences of Monitoring through Erosion of LMX

Changing workplace dynamics have led employers to increasingly adopt electronic monitoring technologies so supervisors can observe and ensure employee productivity—an outcome the monitoring literature has long supported. Yet, employee engagement and success depend on strong leader-member exchange (LMX), and the relational consequences of electronic monitoring for supervisor and employee are surprisingly unknown. To help resolve tension within the monitoring literature and add understanding regarding the effects of electronic performance monitoring on employee productivity, we use social exchange theory to examine the implications of electronic monitoring for the supervisor-employee relationship. We theorize that employee electronic monitoring facilitates (rather than inhibits) production deviance and inhibits (rather than facilitates) task performance by eroding the leader-member exchange relationship between supervisor and employee. Acknowledging the potential for electronic monitoring data to be useful to employees, we further argue that supervisors can buffer the negative relational consequences of electronic monitoring by using monitoring data for developmental purposes (i.e., developmental feedback). Across an experimental online study and a field study, we find converging support for our predictions and rule out alternative explanations. This research provides timely insights into how to effectively use electronic performance monitoring without promoting unintended consequences.

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Full of energy – The relationship between supervisor developmental feedback and task performance: a conservation of resources perspective

PurposeMeaningful feedback at work signals effective performance management. Drawing on a new perspective of the conservation of resources (COR) theory, this paper aims to examine the mediating effect of relational energy in the relationship between supervisor developmental feedback and subordinates' task performance with the moderating role of learning demands.Design/methodology/approachData from 230 supervisor-subordinate dyads were collected at two time points of four enterprises in China.FindingsThe results support the proposed mediation effect that supervisor developmental feedback positively predicts subordinates' task performance via boosting subordinates' relational energy. Furthermore, the results highlighted the moderating role of learning demands in the relationship between supervisor developmental feedback and subordinates' relational energy. The moderated–mediated relationship for subordinates' task performance was also supported.Originality/valueDrawing on COR theory, this paper contributes to a complete understanding of how supervisor developmental feedback may support or build employees' relational energy, facilitating task performance and further exploring learning demands as a boundary condition of this indirect relationship.

A Bias Toward Kindness Goals in Performance Feedback to Women (vs. Men).

While research has documented positivity biases in workplace feedback to women versus men, this phenomenon is not fully understood. We take a motivational perspective, theorizing that the gender stereotype of warmth shapes feedback givers' goals, amplifying the importance placed on kindness when giving critical feedback to a woman versus a man. We found support for this hypothesis in a survey of professionals giving real developmental feedback (Study 1, N = 4,842 raters evaluating N = 423 individuals) and five experiments with MBA students, lab participants, and managers (Studies 2-5, N = 1,589). Across studies, people prioritized the goal of kindness more when they gave, or anticipated giving, critical feedback to a woman versus a man. Studies 1, 3, and 5 suggest that this kindness bias relates to gendered positivity biases, and Studies 4a and 4b tested potential mechanisms and supported an indirect effect through warmth. We discuss implications for the study of motivation and workplace gender bias.

The “double-edged sword” effect of competence frustration and intervention strategies: Behavioral and cognitive neuroscience perspectives

<p id="p00005">Competence frustration refers to the feelings of inadequacy or failure. A growing number of the new generation of knowledge workers are experiencing short-term or long-term competence frustration. After their experience of competence frustration, what is going on the knowledge worker’s motivation in the subsequent task. If the experience of competence frustration has a positive effect on the subsequent work, how can we reinforce it? The experience of competence frustration makes negative consequences, how can we avoid or restore it? Existing researches fails to clearly answer these questions. Based on the self-determination theory, this study is intended to uncover the intertemporal effect of competence frustration on one’s autonomy motivation by integrating different approaches (e.g., behavioral experiment, cognitive neuroscience experiment and field experiment). In addition, this study will test the effectiveness of intervention strategies from both the organizational and individual perspectives. Specifically, this study employs four sub-studies to explore the "double-edged sword" effect and intervention strategies of competence frustration. First, we examine the intertemporal effect of short-term competence frustration on one’s autonomy motivation. Second, we explore the intertemporal effect of long-term competence frustration on one’s autonomy motivation. Thirdly, we construct respective intervention strategies of competence frustration, and explore the validity of intervention strategies such as developmental feedback, autonomous support, and achievement goal orientation through three ERP experiments. Fourthly, we test the effectiveness of intervention strategies in management practice. <br/>This study has important theoretical significance. Firstly, we explore the dynamic influence of basic psychological needs frustration, which may effectively extend the research scope of self-determination theory. Secondly, we examine the effect of perceived (short-term and long-term) competence frustration on one’s autonomy motivation in a subsequent task, expanding the research on antecedent variables of autonomy motivation. Thirdly, this study comprehensively examines the validity of intervention strategies, such as developmental feedback, autonomous support and achievement goal orientation, providing a new perspective for the recovery mechanism of competence frustration. Finally, we adopt cognitive neuroscience indexes to measure one’s autonomy motivation objectively and real-time in the process of participating tasks, which overcomes the shortages of traditional measurement methods and responds to calls for adopting cognitive neuroscience on motivation. Furthermore, our study extends the research of motivation from behavioral level to cognitive neuroscience level. <br/>In addition, the findings of the present study have practical significance for competence frustration management. Firstly, it helps managers to realize that sometimes employees are more brave and sometimes depressed. Scientific intervention of employees' competence frustration can improve their autonomy motivation, which will be conducive to improve enterprise performance. Secondly, we test the validity of intervention strategies through field experiments, which will further provide effective strategies for managers to scientifically manage the competence frustration of the new generation knowledge workers. Furthermore, for employees, they should actively find and create opportunities to satisfy their sense of competence in subsequent tasks if they experience short-term competence frustration, and pay attention to cultivate their own mastery goal orientation. It will help them to get more and more brave and avoid depression after setbacks, so as to boost their autonomy motivation.

Supervisory dyads\u2019 communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency

BackgroundIn medical residency, performance observations are considered an important strategy to monitor competence development, provide feedback and warrant patient safety. The aim of this study was to gain insight into whether and how supervisor-resident dyads build a working repertoire regarding the use of observations, and how they discuss and align goals and approaches to observation in particular.MethodsWe used a qualitative, social constructivist approach to explore if and how supervisory dyads work towards alignment of goals and preferred approaches to performance observations. We conducted semi-structured interviews with supervisor-resident dyads, performing a template analysis of the data thus obtained.ResultsThe supervisory dyads did not frequently communicate about the use of observations, except at the start of training and unless they were triggered by internal or external factors. Their working repertoire regarding the use of observations seemed to be primarily driven by patient safety goals and institutional assessment requirements rather than by providing developmental feedback. Although intended as formative, the institutional test was perceived as summative by supervisors and residents, and led to teaching to the test rather than educating for purposes of competence development.ConclusionsTo unlock the full educational potential of performance observations, and to foster the development of an educational alliance, it is essential that supervisory dyads and the training institute communicate clearly about these observations and the role of assessment practices of- and for learning, in order to align their goals and respective approaches.

Reckoning With Race and Gender in Public Administration and Public Policy: A Substantive Social Equity Turn

AbstractPromoting race‐aware and gender‐aware scholarship is essential for giving substance to social equity research. This review and introduction provides an account of one such initiative to promote race and gender scholarship through collaboration between Public Administration Review (PAR), and the Consortium of Race and Gender Scholars (CORGES), and introduces the PAR Race and Gender Symposium. CORGES is an informal group of scholars motivated by the pressing need to address issues of racial justice and gender justice in public administration and public policy scholarship. This PAR symposium is based on the CORGES inaugural conference, held virtually in September 2020. Conference organizers, with the help of Editor‐in‐Chief Jeremy Hall, devised and oversaw a thoughtful and detailed plan to provide developmental feedback before papers were submitted to PAR's standard peer review process. The symposium is comprised of 14 research articles and 2 viewpoint contributions. In addition to describing symposium contributions, this review provides an account of CORGES origins and its ongoing intellectual and normative commitments on furthering inquiry on racializing and gendering, while also elaborating on the idea of everydayness of scholarly activism. CORGES, with a recently expanded board of advisors committed to centering public administration scholarship on race and gender, as well its intersection with other markers of oppression, continues to support academic research and public outreach on race and gender scholarship.

A biaxial tensional model for early vertebrate morphogenesis

We propose a simple biaxial tensional model which is able to reproduce at a qualitative level several aspects of early stages of vertebrate morphogenesis. The model is based on subsequent excitable contractions of an orthoradial and periclinal (radial) set of contracting lines, which generate first the basic embryonic pattern (a motile tube), and second the lateral orifices such as ears, eyes, mouth, gills, etc. An important aspect of the model is the self-arresting character of the process, akin to wound healing. At later stages, the biaxial lines may also work in extension, and this generates a developmental feedback which is quadratic with respect to curvature.Graphic abstract

Correction

Managerial and Decision EconomicsVolume 43, Issue 4 p. 1164-1164 CORRECTIONFree Access Correction This article corrects the following: Impact mechanism of supervisor developmental feedback on employee workplace learning Shunlin Wang, Xiangqian Zhang, Volume 43Issue 1Managerial and Decision Economics pages: 219-227 First Published online: May 19, 2021 First published: 09 March 2022 https://doi.org/10.1002/mde.3555AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat In the article (Wang & Zhang, 2022), the published article contains errors in Figure 1. The correct Figure 1 is shown below. The author confirms all results and conclusions of this article remain unchanged. REFERENCE Wang, S., & Zhang, X. (2022). Impact mechanism of supervisor developmental feedback on employee workplace learning. Managerial and Decision Economics, 43(1), 219– 227. https://doi.org/10.1002/mde.3379Wiley Online LibraryWeb of Science®Google Scholar Volume43, Issue4June 2022Pages 1164-1164 ReferencesRelatedInformation

The effects of job involvement and supervisor developmental feedback on employee creativity: A polynomial regression with response surface analysis

The effects of job involvement and supervisor developmental feedback on employee creativity: A polynomial regression with response surface analysis

Stimulating employee job crafting by providing developmental feedback

In recent years, job crafting has been an important topic in human resource management and has become an important issue to address with the rapid development in social economy. We utilised hierarchical linear regression analysis to test the moderating role of openness to experience and conscientiousness on the relationship between supervisor developmental feedback and job crafting. Participants (n = 337) were recruited from a large manufacturing enterprise in Hunan, China. They completed validated measures of supervisor developmental feedback, job crafting, openness to experience, and conscientiousness. Following hierarchical regression analyses, results showed that supervisor developmental feedback enhanced employee job crafting. Openness to experience and conscientiousness moderated this relationship. To increasing employee job crafting, human resource managers should utilise which would benefit organisation productivity.

A Problem-Based Introduction to Technical, Social, and Systemic Thinking in Engineering Courses

Good systems thinking skills are beneficial to engineering projects since, besides being multidisciplinary, they address the needs of large human populations. Therefore, it is paramount that engineers should not only excel in the technical parts but also be good system thinkers and aware of the potential impacts of their activity. In this sense, this paper describes how to implement a project assignment in a system dynamics course for electrical engineering students to teach systemic thinking skills and connect the technical content, industry, and social responsibility. The effects on student performance and retention, and an evaluation of their perceptions of learning gains, are presented. Five weeks are dedicated to the implementation of a project-based project assignment. A formative assessment provides students developmental feedback based on the competencies shown during the creative process. It is complemented by a summative assessment module, which evaluates the adequacy of the finished content, which is developed as an online portfolio. Results indicate that the concepts of systemic thinking and the holistic view of engineering projects were successfully implemented through project assignments. Moreover, students&#x2019; perceptions of their knowledge gains and comparisons of their performance and retention before and after the intervention indicate a positive influence on the learning process.

The Influence Mechanism of Supervisor Developmental Feedback on the Enactment of Employees' Creative Ideas: A Moderated Chain Mediation Model Based on Psychological Empowerment.

Employees’ creative idea enactment is critical for organizational creativity assessment and innovation implementation. In the paper, we want to develop and verify a moderated chain mediation model to explore the impact of supervisor developmental feedback on the enactment of employees’ creative ideas, and to investigate the moderating role of psychological empowerment further. Hierarchical regression analyses of the multi-time data from 375 employees in China indicate that positive emotions and work engagement, respectively mediate the relationship between supervisor developmental feedback and employees’ creative idea enactment. Simultaneously, positive emotions and work engagement form chain mediation between supervisor developmental feedback and creative idea enactment. Besides, we find that psychological empowerment negatively moderates the relationship between supervisor developmental feedback and employees’ positive emotions, as well as moderates the chain mediating effect of this paper. The present study not only contributes to the literature on feedback and innovation, but also provides practical guidance on how to seek remedies to facilitate employees’ creative idea enactment from the perspective of human resource management.

Positive and Negative Supervisor Development Feedback, Team Harmonious Innovation Passion and Team Creativity.

In modern organizations, creative work is usually carried out by teams, and the study of team creativity will therefore have meaningful implications for organization innovation research. The improvement of team creativity is a key management challenge for organization leaders. But our knowledge of how teams respond to and benefit from the supervisor’s developmental feedback is limited. This paper draws on the interdependence and knowledge density of team creativity to study how the supervisor’s developmental feedback influences creativity at the team level. Our statistical analysis of 94 supervisors and 330 employees finds that positive and negative development feedback from the supervisor both have a positive impact on team creativity, the impact from the negative development feedback is even stronger, and we also finds that the team’s harmonious innovation passion mediates the relationship between the supervisor’s developmental feedback and team creativity. In addition, we conclude that proactive personality activity moderates the relationship between the supervisor’s positive (negative) developmental feedback and the team’s harmonious innovation passion. Our research promotes the development of the study of team creativity in the Chinese cultural context and it is also an important application of developmental feedback that can be incorporated into management practices to enhance team creativity.

Why and When Supervisor Developmental Feedback Impact Innovative Behavior: Perspective of Self-Regulation Theory

In this study, we examined how supervisor developmental feedback influences employees’ innovative behavior. A multi-time survey method was used in this study to collect data from 310 employees in Chinese enterprises. The research results show that supervisor developmental feedback has positive effects on employee innovative behavior via the mediating effect of self-goal-setting. We further found that uncertainty avoidance strengthens the positive relationship between supervisor developmental feedback and the self-goal-setting of employees. Our study offers a new account based on self-regulation perspective for understanding feedback.

ASCENDing Careers: How People Develop Others in Organizations

Developmental relationships (e.g., mentorship and sponsorship) in the workplace are associated with a variety of positive outcomes, including better job performance and higher job satisfaction (Allen et al. 2004; Ghosh & Reio, 2013; Underhill, 2005). However, more research is necessary to identify how to best optimize these relationships (e.g., Bozer & Jones, 2018; Kammeyer-Mueller & Judge, 2008). The five papers in this symposium each take a different approach to studying developmental relationships with the ultimate goal of contributing to a greater understanding of 1) the challenges that seekers and providers face in these relationships and 2) how to best initiate and foster developmental relationships in the workplace. These papers address the exchange of various forms of critical workplace support including advocacy, access to networks, and developmental feedback, and discuss how both the seekers and providers in development relationships can influence the extent to which these relationships produce beneficial outcomes. Conceptualizing Seeking Behaviors as Goal Striving Activities Presenter: Elad Netanel Sherf; Kenan-Flagler Business School, U. of North Carolina at Chapel Hill Presenter: Natalie Lynn Croitoru; Kenan-Flagler Business School, U. of North Carolina at Chapel Hill Presenter: Terence McElroy; - When My Mentor Becomes My Manager Presenter: Min Ju Lee; U. of Texas at Austin Presenter: Paul Isaac Green; U. of Texas at Austin Demystifying natural talent: People learn more from “strivers” than from “naturals” Presenter: Nuria Tolsa-Caballero; U. College London Presenter: Chia-Jung Tsay; U. College London How Sponsors Choose Gatekeepers Presenter: Rosalind M. Chow; Carnegie Mellon U. Presenter: Elizabeth Lauren Campbell; Carnegie Mellon U. - Tepper School of Business When Curiosity is Generosity: Social Curiosity Increases Advice Quality Presenter: Bushra Sarah Guenoun; Harvard Business School Presenter: Hayley Blunden; Harvard Business School Presenter: Ting Zhang; Harvard Business School Presenter: Francesca Gino; Harvard U.

Solving the Emotional Expression Dilemma during Negative Feedback Giving Using Affective Shift

Leaders expect their developmental feedback to effectively help employees develop skills and improve performance, yet the effect of developmental feedback on learning remains unclear. While the feedback intervention theory (FIT, Kluger & DeNisi, 1996) suggests that feedback delivery style contains important cues moderating the effect of feedback on learning, little is known about how cues from the feedback giver’s emotional expression influence this relationship. Integrating the FIT with emotion as social information theory, we hypothesized that leaders shifting affective displays from negative to positive significantly enhance the positive effect of developmental feedback on learning via enhanced task learning and reduced intention to quit, relative to leaders shifting affects in the reverse order (from positive to negative) and in steady-state PA or NA. An online experiment manipulating leader affective displays (transitioning from NA to PA vs. transitioning from PA to NA vs. steady-state PA vs. steady-state NA) and negative feedback message (developmental vs. non-developmental) supported our hypotheses. We discuss the theoretical and practical implications of our findings.