Frequency Of Feedback Seeking Research Articles

Translation and psychometric evaluation of composite feedback-seeking behavior questionnaire among Iranian medical residents

BackgroundProactively seeking feedback from clinical supervisors, peers or other healthcare professionals is a valuable mechanism for residents to obtain useful information about and improve their performance in clinical settings. Given the scant studies investigating the limited aspects of psychometrics properties of the feedback-seeking instruments in medical education, this study aimed to translate the feedback-seeking behavior scales (frequency of feedback-seeking, motives of feedback-seeking, and promotion of feedback-seeking by supervisors) into Persian and evaluate the psychometric properties of the composite questionnaire among medical residents at Tehran University of Medical Sciences in Iran.MethodsIn this cross-sectional study, feedback-seeking behavior scales were translated through the forward–backward method, and its face validity and content validity were assessed by 10 medical residents and 18 experts. The test-retest reliability was evaluated by administering the questionnaire to 20 medical residents on two testing occasions. A convenience sample of 548 residents completed the questionnaire. Construct validity was examined by exploratory factor analysis and confirmatory factor analysis and concurrent validity was determined by Pearson’s correlation coefficient.ResultsContent validity assessment showed that the CVR (0.66 to 0.99) and CVI (0.82 to 0.99) values for items and S-CVI values (0.88 to 0.99) for scales were satisfactory. The exploratory and confirmatory factor analysis demonstrated that the models were confirmed with eight items and two factors (explaining 70.98% of the total variance) for the frequency of feedback-seeking scale, with 16 items and four factors (explaining 73.22% of the total variance) for the motives of feedback seeking scale and with four items and one factor (explaining 69.46% of the total variance) for promotion of feedback-seeking by supervisors. AVE values greater than 0.5 and discriminant validity correlations significantly less than 1.0 demonstrated that the total scores of the composite feedback-seeking behavior questionnaire had a favorable fit and the questions could fit their respective factors, and the latent variables were distinct. We found positive and significant correlations between the three scales and their subscales.ConclusionThe results of the present study supported the validity and reliability of the Persian composite feedback-seeking behavior questionnaire for assessing feedback-seeking behaviors in medical residents. Applying the questionnaire in residency programs may enhance the quality of clinical education.

Measuring learning from others: The development and validation of the Proactive Social Informal Learning Questionnaire

AbstractThe present study aims to develop, validate, and cross‐validate an instrument measuring three proactive social informal learning activities, namely feedback seeking, help seeking and information seeking. Prior research mainly focused on detecting or measuring the frequency of these seeking behaviours and did not consider whether the information, help or feedback that has been sought was also used. Furthermore, although these seeking behaviours were studied extensively in different research fields, the current study takes a learning perspective and interprets feedback, help and information seeking as learning activities. The questionnaire was completed by a convenient sample of 650 professionals working in higher education, consultancy, retail and food production. We performed an exploratory factor analysis (N = 230 educators) to explore the structure of the questionnaire. This was followed by a confirmatory factor analysis (N = 230 educators) to confirm the structure. Finally, we cross‐validated the questionnaire in a sample of business professionals (N = 190) by testing for measurement invariance. The final questionnaire resulted in a five‐factor structure measuring the (1) Use of Feedback Seeking, (2) Frequency of Help and Information Seeking, (3) Use of Help seeking, (4) Use of Information Seeking and (5) Frequency of Feedback Seeking. The current study presents a preliminary, yet promising instrument that taps into proactive social informal learning.

The role of supervisor cultural intelligence in the feedback process

IntroductionSupervisors are often asked to coach and mentor employees, and while research on supervisor coaching capability is not new, cross-cultural factors in coaching are understudied. As the workplace becomes more diverse, supervisor cultural intelligence, the capability to function effectively in culturally diverse settings, is becoming more critical.MethodThe current study examined the role of supervisor cultural intelligence in the feedback process through a cross-sectional study with participants from the United States and India.ResultsResults revealed that supervisor cultural intelligence was associated with a more favorable feedback environment, trust in the supervisor, an improved coaching relationship between the supervisor and subordinate, and greater subordinate feedback seeking frequency. Cultural tightness – looseness was a moderator, such that there was a stronger relationship between supervisor cultural intelligence and the feedback environment in cultures perceived to be looser (higher tolerance for deviation from social norms and deviation less rigorously enforced in general) compared to cultures perceived to be tighter (low tolerance for deviations from social norms and deviation more rigorously enforced).DiscussionResults suggest that cultural intelligence can facilitate supervisors in developing a constructive feedback environment that fosters trust and meaningful coaching relationships, especially in cultures that are perceived to be looser where there is potentially more behavioral flexibility.ConclusionSupervisors can leverage cultural intelligence to better foster a quality feedback environment and navigate coaching relationships with diverse employees.

Understanding and motivating student feedback seeking: Insights from a lean startup based entrepreneurship program

Understanding and motivating students' feedback seeking behavior is essential for the success of lean startup based entrepreneurship programs. Therefore, in this study, we investigated how cost-value perceptions and student social capital influence feedback seeking behavior and entrepreneurial self-efficacy as the outcome. Longitudinal data were collected from 289 Dutch students who completed a questionnaire at the beginning, middle, and end of an experiential entrepreneurship program that employed the lean startup method. Results showed that students who valued the feedback and perceived supportive student-student relationships sought feedback more frequently, which subsequently, increased entrepreneurial self-efficacy. Neither perceived costs of feedback seeking, such as the risk of feeling embarrassed and investment of time and energy, nor supportive teacher-student relationships related to feedback seeking frequency. We expected that students' relationships with teachers and peers would moderate the relationship between perceived feedback seeking cost and feedback seeking frequency. Results confirmed that cost of feedback seeking only negatively related to feedback seeking frequency when students perceived poor student-student relationships. The findings contribute to a better understanding of student feedback seeking and effective lean startup based experiential programs.

How do feedback seekers think? Disparate cognitive pathways towards incremental and radical creativity

ABSTRACT We explored the effects of feedback-seeking behaviour (FSB) on two types of creativity, radical and incremental, and directed our attention to the cognitive processes that mediate the relationship between FSB and creativity. On the basis of the dual pathway to creativity model, we propose that feedback-seeking (FS) frequency and breadth are associated with cognitive flexibility and persistence, which are related to the radical and incremental creativity of feedback seekers. In Study 1, our analysis of the field data comprising 239 employees from 95 teams revealed that FS frequency is positively related to cognitive flexibility and persistence while FS breadth is positively related to cognitive flexibility. Only cognitive flexibility mediates the relationship between FSB and radical creativity. In Study 2, our online vignette studies revealed the indirect effects of FS breadth on radical and incremental creativity through cognitive flexibility and the indirect effect of FS frequency on radical creativity through cognitive persistence. This study advances the literature on FSB and creativity by developing and validating a theoretical model that considers the intervening cognitive mechanisms and the various forms of creativity.

How Do Feedback Seekers Think? Disparate Cognitive Pathways Toward Incremental & Radical Creativity

Feedback-seeking behavior (FSB) has been identified as a meaningful facilitator of individual creative performance. Nonetheless, existing empirical findings are inconsistent, thus raising the need to reexamine the relationship between FSB and creative performance. Accordingly, we explored the effects of FSB on two different types of creativity, radical and incremental, and directed our attention to cognitive processes that mediate the relationship between FSB and creativity. On the basis of the dual pathway to creativity model, we propose that feedback-seeking (FS) frequency and breadth increase cognitive persistence and flexibility, which in turn enhance their radical and incremental creativity of feedback seekers. Our analysis of the data comprising 239 employees from 95 teams in various business organizations revealed that FS frequency is positively related to radical creativity, whereas FS breadth is negatively related to incremental creativity. FS frequency is positively related to cognitive flexibility and cognitive persistence, whereas FS breadth is positively related to cognitive flexibility. Only cognitive flexibility, not cognitive persistence, mediates the relationship between FSB and radical creativity. This study advances the literature on FSB and creativity by developing and validating a theoretical framework that considers the intervening cognitive mechanisms and the various forms of creativity.

Dual pathways of emotional competence towards incremental and radical creativity: resource caravans through feedback-seeking frequency and breadth

ABSTRACT This study examined how employees’ emotional competence predicts feedback-seeking behaviour (FSB) and consequently incremental and radical creativity on the basis of conservation of resource (COR) theory. We posit that emotional competence enhances the two types of creativity by generating resource caravans through distinct patterns of FSB. Our analysis based on the data collected from 206 employees from 85 work teams revealed that emotional competence has a significant indirect effect on the incremental creativity of team members, as rated by leaders, through frequent feedback seeking. Emotional competence also exhibited a considerable direct effect on radical creativity. In addition, emotional competence predicted source variety, namely, feedback-seeking breadth, which in turn contributed to radical creativity. This study offers new and useful theoretical and practical insights regarding the different types of creativity in the workplace by employing COR theory and the resource caravan perspective.

Multilevel social predictors of employee feedback-seeking behavior: A cost–benefit perspective

In this study, we examined the two distinct dimensions of feedback-seeking behavior (FSB), namely, feedback-seeking frequency and feedback-seeking breadth. We focused on work team properties and team members’ social characteristics, and identified the multilevel social contextual predictors for each FSB dimension in an organizational team setting. Participants were 187 employees in 45 work teams in various industries in South Korea. Results show that feedback-seeking frequency was significantly positively related to three individual or team characteristics (i.e., emotional competence, team reflexivity, and task interdependence), but feedback-seeking breadth was significantly positively related to only one dimension, team reflexivity. Our findings provide an understanding of the multilevel emergent process of FSB in work teams, and the impact of the multilevel antecedents on the two FSB dimensions. Theoretical and practical implications are discussed.

An Examination of Feedback Seeking in Individuals With Social Anxiety Disorder, Generalized Anxiety Disorder, or No History of Mental Disorder Using a Daily Diary Method.

This study examined excessive reassurance seeking (or positive feedback seeking; PFS) and negative feedback seeking (NFS) in individuals with social anxiety disorder (SAD), generalized anxiety disorder (GAD), or no history of mental health difficulties. A 2-week daily diary method was used to examine potential group differences in the frequency, topics, and targets of PFS and NFS. The SAD and GAD groups reported significantly higher feedback seeking (FS) than the healthy group on self-report questionnaires. The most common targets of FS in each group were other people (e.g., romantic partner, family members). According to diary data, there were no significant group differences in the frequency of PFS, NFS, overall FS, or overall FS adjusted for self-reported compliance with diary completion (after applying Bonferroni correction). There were also no significant group differences in FS topics according to diary data. Future research directions and potential implications of these findings are discussed.

The Impact of Goals and Pay on Feedback-Seeking Behavior

In light of the increasing use of electronic feedback systems in organizational settings, this study contributes to feedback-seeking research to examine feedback-seeking behavior and task performance when outcome feedback is paired with and without an assigned goal, under hourly and performance-based pay. A total of 120 undergraduate students attended three 45-minute sessions and performed a data-entry task, during which they were able to solicit immediate insession feedback. Descriptive and visual analyses indicated that feedback seeking occurred frequently across experimental sessions and increased as the time to the end of the session decreased. These trends are discussed herein. Task performance was significantly higher for individuals who were paid incentives, and patterns in performance across sessions differed significantly between pay groups. Although the inclusion of an assigned performance goal did not significantly enhance performance or the frequency of feedback seeking, descriptive analyses revealed that both feedback seeking and task performance were higher for those who received an assigned goal. Identifying the function of feedback-seeking behavior, as well as variables that may influence or interact with this behavior, may be useful when developing and implementing optimal and effective feedback systems.

The role of feedback in supervisor and workgroup identification

Purpose – The purpose of this paper is to examine the extent to which two factors are associated with identification, the feedback environment and feedback seeking: two forms of identification, supervisor identification and workgroup identification, were linked to matching sources of feedback environment and feedback seeking. Design/methodology/approach – An empirical study was carried out with a sample of working students representing a variety of industries in the USA. Students (n=256) completed a written questionnaire. Structural equation modeling was used to analyze the data. Findings – Results indicated that feedback seeking frequency partially mediated the effect of supervisor feedback environment on supervisor identification. Similarly, feedback seeking partially mediated the effect of coworker feedback environment on workgroup identification. Research limitations/implications – Despite a cross-sectional design, these results support the role of feedback as a primary explanatory mechanism for how people can come to identify with multiple targets in their work environment. Practical implications – In order to increase employee identification, organizations should train their managers to engage in contextual behaviors that support the feedback seeking process. Additionally, organizations may want to reinforce these coaching behaviors by incorporating them into the performance appraisal process for managers. Originality/value – The vast majority of identification research has examined why people come to identify with targets in their work environment. This study represents one of the first to examine how people come to identify with those sources, fulfilling an important gap in the literature.

Contextual antecedents of informal feedback in the workplace

AbstractThis study brings together findings from different research angles on informal feedback in the workplace. We explore the individual and joint influences of three contextual antecedents of seeking feedback: support for learning, psychological safety, and work pressure. Based on our survey of 138 employees from various organizations, hierarchical regression analyses revealed that support in the work environment positively influenced the quality of the self‐initiated feedback from colleagues and (in particular( from the supervisor. Psychological safety positively related to the quality of the self‐initiated feedback from colleagues. No relation was found between support, psychological safety and the frequency of feedback seeking, however, an indication for the existence of a curvilinear effect of work pressure on the frequency of feedback seeking was found. The study highlights the importance of fostering supportive and psychological safe work environments, so that employees and supervisors will look for and give constructive feedback. Learning in organizations can be stimulated by creating enough time and opportunities for informal feedback, and the results suggest several valuable and promising avenues for future research.

Proactivity with image in mind: How employee and manager characteristics affect evaluations of proactive behaviours

This paper investigates image cost as a potential downside of proactivity. Drawing on attribution theory, we examine how people construct subjective evaluations of one manifestation of proactivity, feedback‐seeking behaviour. Using a scenario methodology, we examined how employees' performance history, their manager's implicit person theory (IPT), and the frequency of their feedback‐seeking affect how managers evaluate employees' feedback seeking. Results indicate that manager attribute average performers' feedback seeking significantly less to performance‐enhancement motives than superior performers' seeking. Results further show that the frequency of feedback seeking and a manager's IPT interact in influencing managers' attributions for feedback seeking, with more entity oriented managers attributing frequent feedback seeking significantly more to impression‐management motives than infrequent feedback requests. These results highlight the importance of not only the instrumental benefits of employee proactivity, but also its potential costs.

THE ROLE OF EMOTIONAL LABOR IN PERFORMANCE APPRAISAL: ARE SUPERVISORS GETTING INTO THE ACT?

Researchers have issued a call for research on emotional labor to move beyond service roles to other organizational roles (Ashforth & Humphrey, 1993). The present paper proposes that emotional labor plays a pivotal role during performance feedback exchanges between supervisors and subordinates. We suggest that the emotional labor supervisors engage in while providing performance feedback is a vital mechanism by which leaders impact followers' perceptions of the feedback environment (Steelman, Levy, & Snell, 2004) and, subsequently, important outcomes (e.g., employee satisfaction with the feedback, motivation to use feedback, feedback seeking frequency, and LMX quality).

Effect of goal difficulty and feedback seeking on goal attainment and learning1

Abstract: This field study investigated the effect of goal difficulty and feedback seeking on goal attainment and learning in Management by Objectives (MBO) programs. Participants (n = 105) described the degree of their goal difficulty. After 6 months, they answered a questionnaire that inquired about the frequency of the feedback‐seeking and the degree of learning during the 6‐month period. Data about the extent of goal attainment were obtained from the participants’ immediate supervisors. The results indicated that goal difficulty and the frequency of feedback seeking were positively related to the degree of goal attainment and learning.

A Process Model of Goal Orientation and Feedback Seeking

This study investigated antecedents of seeking different types of feedback. Individual differences in goal orientation and cost and value perceptions were proposed as antecedents of seeking different types of feedback. We hypothesized that 4 dimensions of cost and value perceptions of feedback seeking (expectancy value, appraisal value, ego cost, and self-presentation cost) are related to an individual's goal orientation. Furthermore, moving beyond a focus on the frequency of feedback seeking, we proposed that the perceptions of costs and values of feedback seeking influence the preference for and choice among 4 distinct feedback types (diagnostic, normative, assurance, and no feedback). A total of 240 students participated in a computer-simulated work setting. Results were largely consistent with the hypotheses; each goal orientation had a unique pattern of relations with the perceptions of costs and values. Cost and value perceptions, in turn, influenced preference and choice for feedback type. The theoretical implications of the research are discussed.

Reflections on the Looking Glass: A Review of Research on Feedback-Seeking Behavior in Organizations

This paper presents and organizes the results of two decades of research on feedback-seeking behavior according to three motives: the instrumental motive to achieve a goal, the ego-based motive to protect one’s ego, and the image-based motive to enhance and protect one’s image in an organization. Each motive is discussed with reference to its impact on the frequency of feedback seeking, seeking method (whether by inquiry or monitoring), timing of feedback seeking, choice of the target of feedback seeking, and the topic on which feedback is sought. The role of context in influencing these patterns is also discussed. Issues in the literature are identified throughout, and the review ends by identifying five promising areas for future research.

Increasing feedback seeking in public contexts: It takes two (or more) to tango.

Two studies examined the effects of the feedback-seeking context on the feedback-seeking process. Previous research has suggested that the publicness of the feedback-seeking context influences the degree to which individuals seek performance feedback (S. J. Ashford & G. B. Northcraft, 1992; P. E. Levy, M. D. Albright, B. D. Cawley, & J. R. Williams, 1995). The current 2 studies extend the feedback-seeking model outlined by P. E. Levy et al. (1995) by examining the influence that contextual manipulations (i.e., source supportiveness and peer reactions) have on feedback seeking in the public context. Overall results suggest that the frequency of feedback seeking can be increased substantially in a public setting if the supportiveness of source and peer reactions are positive.

Situational and Individual Determinants of Feedback Seeking: A Closer Look at the Process

The present study investigated the effects of situational (the feedback seeking context) and individual (public self-consciousness and self-esteem) determinants on the feedback seeking process (cf. Ashford & Northcraft, 1992; Northcraft & Ashford, 1990). A model was developed based on past research and theory (Ashford & Cummings, 1983; Larson, 1989; Morrison & Bies, 1991) which attempts to explicate how both situational and individual variables fit into this complicated process. Multiple measures of the seeking process were used to further our understanding in this area. Individuals′ intent to seek feedback, feedback seeking frequency, and the tendency to reconsider and modify their initial intentions were measured behaviorally over time. The importance of each of these variables was empirically demonstrated through the use of a computerized scheduling task on which individuals had the opportunity to request feedback. The results provide new insight into the feedback seeking process and have widespread organizational implications. Some new directions for feedback seeking research are also suggested.