Effects of Feedback Sign and Regulatory Focus on Post-feedback Intentions PDF Download

Author: Kerri Lynn Ferstl
Publisher:
ISBN:
Category :
Languages : en
Pages : 296

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Author: Heather W. Dobbins
Publisher:
ISBN:
Category : Employee motivation
Languages : en
Pages : 366

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Author:
Publisher:
ISBN:
Category : Military research
Languages : en
Pages : 400

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Author: Manuel London
Publisher: Psychology Press
ISBN: 1135647860
Category : Psychology
Languages : en
Pages : 337

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Book Description
Leadership Development explores how leaders gain and use self-knowledge for continuous improvement and career development and describes how leaders help themselves and the people with whom they work, understand themselves, and become more self-determined, continuous learners, and make the most of resources, such as feedback and coaching. This book explains why leaders need support for self-insight and professional growth in today's business environment. It explores dimensions of effective leadership in light of business, technological, and economic trends. Focusing on the importance of leaders developing accurate self-understanding, the book defines self-insight, outlines the meaning of internal strength and resilience for self-regulation, and considers how leaders attain a meaningful and realistic sense of self-identity. This volume illustrates ways organizations support these psychological processes. Leadership development is viewed as a comprehensive, continuous process that includes evaluating organizational needs and individual competencies, setting goals for career development and performance improvement, offering needed training and growth experiences, providing feedback, and tracking change in behavior and performance over time. It describes how leaders react to feedback and how 360-degree feedback survey methods and executive coaching help leaders attain and apply self-insight to enhance their performance. In addition, this book considers challenges and opportunities for leadership development, including how leaders overcome career barriers and become continuous learners.

Author: Avraham N. Kluger
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 26

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Book Description
Providing personnel with feedback is like gambling in the stock exchange: on average, you gain, yet the variance is such that you have a 40% chance of a (performance) loss following feedback (Kluger AND DeNisi, 1996). The obvious question is then when feedback leads to gain. A hunch is that the sign (positive or negative) of feedback matters. Yet, the vast literature has no clear specifications regarding when and how feedback sign influences motivation (e.g. Kluger AND DeNisi, 1996). This research, following Van-Dijk and Kluger (2004), suggests that feedback sign effects can be explained by self-regulation theory (Higgins, 1997, 1998) which distinguishes between two regulatory foci: prevention versus promotion. They proposed that positive (negative) feedback motivates more under promotion (prevention) focus. Here, we suggest that the nature of the task determines regulatory focus. Prevention-inducing tasks are tasks that require vigilance and cautiousness (e.g. guarding duty, a safety task), while promotion-inducing tasks are tasks that require openness and creativeness (e.g. planning a battle's strategy, developing a new training program). Consistent with our prediction, the results of two experiments showed that negative feedback is most effective for prevention tasks, which positive feedback is most effective for promotion tasks.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1044

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Author: J. Michael Spector
Publisher: Springer Science & Business Media
ISBN: 1461431859
Category : Education
Languages : en
Pages : 1005

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Book Description
The 4th edition of the Handbook of Research on Educational Communications and Technology expands upon the previous 3 versions, providing a comprehensive update on research pertaining to new and emerging educational technologies. Chapters that are no longer pertinent have been eliminated in this edition, with most chapters being completely rewritten, expanded, and updated Additionally, new chapters pertaining to research methodologies in educational technology have been added due to expressed reader interest. Each chapter now contains an extensive literature review, documenting and explaining the most recent, outstanding research, including major findings and methodologies employed. The Handbook authors continue to be international leaders in their respective fields; the list is cross disciplinary by design and great effort was taken to invite authors outside of the traditional instructional design and technology community.

Author: Lisa A. Steelman
Publisher: Springer Nature
ISBN: 3030309150
Category : Psychology
Languages : en
Pages : 291

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Book Description
This book delivers an evidence-based summary of best practices in providing and utilizing feedback in organizational settings. Bringing together a range of renowned experts, the chapters in this book discuss the current state of feedback theory and research, as well as practical recommendations for using the evidence to improve feedback processes in organizations. This book is intended for scholars and managers, but anyone on the giving or receiving end of feedback will benefit from a better understanding of the process. The chapters in this volume take the reader deep into the current literature, set a research agenda for the future, and provide key take-aways to enhance intentionality in the feedback process.

Author: Susan M. Brookhart
Publisher: ASCD
ISBN: 141662306X
Category : Education
Languages : en
Pages : 154

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Book Description
Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.

Author: Charles S. Carver
Publisher: Cambridge University Press
ISBN: 9780521000994
Category : Psychology
Languages : en
Pages : 464

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Book Description
This book presents a thorough overview of a model of human functioning based on the idea that behavior is goal-directed and regulated by feedback control processes. It describes feedback processes and their application to behavior, considers goals and the idea that goals are organized hierarchically, examines affect as deriving from a different kind of feedback process, and analyzes how success expectancies influence whether people keep trying to attain goals or disengage. Later sections consider a series of emerging themes, including dynamic systems as a model for shifting among goals, catastrophe theory as a model for persistence, and the question of whether behavior is controlled or instead 'emerges'. Three chapters consider the implications of these various ideas for understanding maladaptive behavior, and the closing chapter asks whether goals are a necessity of life. Throughout, theory is presented in the context of diverse issues that link the theory to other literatures.