Feedback Categories Research Articles

Exploring the impact of customer feedback on the well-being of service entities

Purpose – Adopting the transformative service research (TSR) perspective, the purpose of this paper is to investigate the impact of positive customer feedback on the well-being of front-line employees, companies, and society. Using a multidisciplinary approach, the overlooked area of “positive feedback” is explored resulting in the development of the “Positive Feedback Model” (PFM). The study also compares managers’ and employees’ perceptions of positive customer feedback. Design/methodology/approach – Two exploratory qualitative studies were conducted: Study 1 consisted of 22 semi-structured interviews with managers working in the service industry and Study 2 consisted of seven focus groups with front-line service employees. The extensive literature review and the results of these two studies contributed to the development of the PFM. Findings – Positive customer feedback is an overlooked area of service research which offers potential for improving the well-being of the service entities. Front-line employees are the main recipients and topics of positive customer feedback. The developed PFM describes various forms, channels, and times of administration of positive customer feedback and its multitude of impacts on the well-being of service entities. Research limitations/implications – This study contributes to the literature on TSR and customer feedback management. The developed model presents possible positive feedback categories, their various outcomes and the outcomes for the concerned parties involved. By developing PFM and encouraging a multidisciplinary approach combined with advanced research methodologies, the researchers propose an agenda for further research insights within the TSR and customer feedback areas. The comparison of the managers’ and employees’ perceptions of positive customer feedback presents novel managerial implications and directions for future research. Originality/value – This study is the first to explore customer feedback from a TSR perspective. It examines the overlooked area of positive customer feedback. The well-being of service entities is prioritized as services have been extensively criticized for ignoring human well-being.

Automated Essay Scoring feedback for second language writers: How does it compare to instructor feedback?

Abstract Writing is an essential component of students’ academic English development, yet it requires a considerable amount of time and effort on the part of both students and teachers. In an effort to reduce their workload, many instructors are looking into the use of Automated Essay Scoring (AES) systems to complement more traditional ways of providing feedback. This paper investigates the use of an AES system in a college ESL writing classroom. Participants included 14 advanced students from various linguistic backgrounds who wrote on three prompts and received feedback from the instructor and the AES system (Criterion). Instructor feedback on the drafts (n = 37) was compared to AES feedback and analyzed both quantitatively and qualitatively across the feedback categories of grammar (e.g., subject-verb agreement, ill-formed verbs), usage (e.g., incorrect articles, prepositions), mechanics (e.g., spelling, capitalization), and perceived quality by an additional ESL instructor. Data were triangulated with opinion surveys regarding student perceptions of the feedback received. The results show large discrepancies between the two feedback types (the instructor provided more and better quality feedback) and suggest important pedagogical implications by providing ESL writing instructors with insights regarding the use of AES systems in their classrooms.

Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Qualitative study. One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. A total of 4 ACIs with various experience levels and 4 second-year ATSs. Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

Adaptive feedback generation to support teachers in web-based distance education

This work examines the application of user-adapted technologies to address problems experienced in web-based distance education. We have proposed an approach to support distance learning instructors by offering advice that points at problems faced by students and suggests possible activities to address these problems. The paper describes an original feedback generation framework which utilises student, group and class models derived from tracking data in web course management systems, and follows a taxonomy of feedback categories to recognise situations that are brought to the instructors' attention. The results of an empirical study in an online learning course point at benefits of the generated feedback to both instructors and students. Teachers can get a better understanding of their students by knowing what problems they may be facing, when they are behind or ahead of their peers, who can help them and how, and what roles can be assigned in discussion forums. This, in turn, can have a positive effect on students who can receive feedback tailored to their needs and problems. The evaluation study points at issues that can be related in general to planning empirical evaluations of user-adapted systems in realistic web-based learning settings.

Improving Communication Skills: Feedback from Faculty and Residents

To determine common themes in faculty and peer feedback for emergency medicine (EM) resident oral presentations. From January to July 2005, all EM residents received written feedback on communication skills from two faculty and two peer reviewers. The feedback forms were analyzed by using formal grounded theory. The two investigators independently reviewed 25% of the forms to generate a code of general categories and specific qualifiers. The independent codes were merged by consensus into a common code. All forms were independently coded by the two investigators using the common code. Coding disagreements were resolved by consensus, yielding a uniform inventory of feedback categories and qualifiers. Twenty-one of 23 residents participated. Three hundred seventy-two data points were coded, with an interrater agreement of 85.7%. The five most common feedback themes were as follows: focus on key and relevant teaching points; increase audience participation; encourage higher level thinking; decrease content per slide; and add missing content relevant to teaching point. Peers differed from faculty, mentioning more frequently encourage higher level thinking and add missing content relevant to teaching point. Faculty differed from peers, mentioning increase clarity of teaching point and be engaging and enthusiastic more frequently. The difference in distribution of themes between faculty and peers was significant (chi2 = 59.692; p = 0.01). The authors present a model for providing feedback to EM residents on communication skills that is individualized, behavior based, and includes peer comments. Faculty and peers differ in their recommendations. The findings may inform communication skills curricula for EM residents.

Effect of Threatening Feedback on Expected Grade, Self-Efficacy, and Motivation

The purpose of this study was to investigate the influence of perceived threat on expecred course grade, self-efficacy, and motivation. The study required college students to decide whether they perceived their most recent examination grade in a statistics course to be threatening to achievement of their over-all expected course grade and, based on that assessment of threat, subsequently place themselves into one of three feedback categories (positive nonthreatening, negative nonthreatening, or negative outcome-threatening). Expected course grade, self-efficacy, and motivation (intended effort) were assessed before the examination and after feedback had been delivered. Ratings of expected course grade, self-efficacy, and motivation significantly changed from pre- to posttest for subjects who perceived that their goals were threatened.

Anticipated Consequences of Communicating Corrective Feedback During Early Counseling Group Development

This study categorizes types of consequences associated with corrective behavioral feed back messages anticipated by members during the first meeting of counseling groups. Group members (N = 286) were asked to write corrective feedback messages that they would be unwilling to communicate in their groups. This was done at the conclusion of the groups' first meetings. Subjects then completed a form containing statements describing potential consequences of communicating corrective feedback. Subjects indicated their levels of agreement with the consequence statements, as the statements applied to the messages they had written. Factor analysis of responses resulted in seven categories of anticipated conse quences of communicating corrective behavioral feedback Categories were moderately in tercorrelated and exhibited moderate to substantial reliabilities. Potential uses of the categories in group practice and future research on the relationship of feedback to group development are discussed.

Perceptions of medical school faculty members and students on clinical clerkship feedback.

The authors in this study investigated faculty members' and students' perceptions of the feedback they provided or received, respectively, during the clerkships in all clinical departments at a university hospital. All faculty members who teach students in the clinical years and all third- and fourth-year medical students were surveyed. Respondents were asked to indicate, on a 7-point scale, the importance they attributed to eight feedback categories and to rate the frequency of actual feedback they felt was provided or received in these eight categories. The results indicate that while both faculty members and students perceived six of the eight feedback categories as equally important, they differed substantially in their ratings of the actual feedback provided or received.