Steelman / Williams Feedback at Work

1. Auflage 2019
ISBN: 978-3-030-30915-2
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 291 Seiten

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.

Lisa A. Steelman, Ph.D.Dr. Steelman is a Professor of Industrial/Organizational Psychology and Dean of the College of Psychology and Liberal Arts at Florida Institute of Technology. Her research interests include feedback processes, the role of the feedback environment tin performance management, coaching, and 360-degree feedback. She has numerous publications and presentations at national and international conferences in these areas. Dr. Steelman is a former editor of The Industrial/Organizational Psychologist. She received her doctorate in Industrial/Organizational psychology from the University of Akron.
Jane R. Williams, Ph.D.Dr. Williams is an Associate Professor of Psychology and Associate Dean for Academic Affairs and Strategic Initiatives for the School of Science at Indiana University Purdue University Indianapolis. Her research interests include performance management processes, feedback seeking, and the role of supervisors in the feedback process. In addition to her publications and presentations in these areas, she also consults with academic units on issues such as performance management, strategic planning, communication, chair development, and conflict resolution. She received her doctorate in Industrial/Organizational psychology from the University of Akron.

Autoren/Hrsg.

Steelman, Lisa A.

Williams, Jane R.

Inhaltsverzeichnis

1;Preface;5
2;Contents;7
3;Contributors;9
4;Chapter 1: Using Science to Improve Feedback Processes at Work;12
4.1;Using Science to Improve Feedback Processes at Work;12
4.2;References;17
5;Chapter 2: A New Look at the Supervisor Role in Performance Management;19
5.1;Implicit Person Theory;20
5.2;Commitment to Performance Management;24
5.3;Feedback Exchanges;28
5.4;Feedback Conversation Perceptions and Expectancies;32
5.5;Overall Summary;34
5.6;References;36
6;Chapter 3: Checking In? A Dyadic and Dynamic Perspective on Feedback Conversations;39
6.1;Feedback Intervention Research;41
6.2;Feedback-Seeking Research;42
6.3;Feedback Environment Research;45
6.4;Toward a Dyadic and Dynamic Perspective on Feedback;46
6.4.1;Dyadic Considerations;46
6.4.2;Dynamic Considerations;47
6.5;A Research Agenda;49
6.5.1;Social Relations Approach to Dyadic Research;49
6.5.2;Temporal Social Interaction Approaches for Dynamic Processes;53
6.5.3;Event-Based Approaches to Dynamic Processes;54
6.6;Summary;55
6.7;Suggestions for Practice;55
6.8;Conclusion;57
6.9;References;57
7;Chapter 4: Frequent Feedback in Modern Organizations: Panacea or Fad?;62
7.1;How We Got Here;63
7.2;Frequency of Feedback: What Does the Research Say?;66
7.2.1;Frequency and Nonperformance-Related Outcomes;66
7.2.2;Frequency and Performance-Related Outcomes;70
7.3;Summary and Implications;72
7.4;Future Directions;74
7.4.1;Clarifying the Construct;74
7.4.2;Integrating Formality and Immediacy;75
7.4.3;Going Beyond Procedural Steps and Considering Experiences;77
7.5;Conclusion;78
7.6;References;79
8;Chapter 5: Performance Appraisal Reactions: A Review and Research Agenda;83
8.1;Employee Reactions to Performance Appraisal;84
8.2;Due Process Performance Appraisal;86
8.2.1;The Due Process Metaphor;86
8.2.2;Adequate Notice;88
8.2.3;Fair Hearing;89
8.2.4;Judgment Based on Evidence;91
8.3;The Social Context of Performance Appraisal;93
8.3.1;The Social-Contextual Domain;93
8.3.2;Leader–Member Relationship Quality;93
8.3.3;The Reciprocal Nature of LMX and a Model of Appraisal Reactions;95
8.4;Discussion;97
8.4.1;Implications for Future Research;97
8.4.2;Practical Implications;99
8.5;Conclusion;100
8.6;References;101
9;Chapter 6: Leveraging Feedback Orientation in the Workplace: Directions for Research and Practice;105
9.1;Origins and Development of Feedback Orientation Scholarship;106
9.2;Empirical Findings: What Do We Know About Feedback Orientation?;107
9.3;An Agenda for Future Research;110
9.3.1;Developing Feedback Orientation;110
9.3.2;Feedback Orientation and Relationship Quality;111
9.3.3;Cross-Cultural Contexts;111
9.3.4;Teams and Distributed Workgroups;112
9.4;Leveraging Feedback Orientation in Practice;114
9.5;Conclusion;116
9.6;References;116
10;Chapter 7: Beyond the Strategies of Feedback Seeking: A Review and Initial Conceptualization of Feedback-Seeking Styles;120
10.1;Feedback-Seeking Interaction: A Dynamic Reciprocal Process;122
10.2;Strategies of Feedback Seeking;124
10.2.1;Direct Inquiry;125
10.2.2;Monitoring;125
10.2.3;Indirect Inquiry;126
10.2.4;Acting;127
10.2.5;Backgrounding;128
10.2.6;Forecasting;128
10.2.7;Opening/Open Questions;129
10.3;Feedback-Seeking Styles;130
10.3.1;Direct Feedback-Seeking Style;132
10.3.2;Indirect Feedback-Seeking Style;133
10.4;Factors Affecting the Configuration of Feedback-Seeking Style;134
10.4.1;Cost;134
10.4.2;Contextual Factors: Face-to-Face Versus Computer-Mediated Feedback Interaction;136
10.5;Research Directions;139
10.6;Conclusion;141
10.7;References;142
11;Chapter 8: The Importance of Social Identity in Feedback Seeking: A Race Perspective;147
11.1;The Role of Social Identity Theory in Feedback Seeking;149
11.2;Conceptual Model: Social Identity Theory and Race Influences on Feedback-Seeking;150
11.2.1;Objectives and Background;150
11.2.2;Multilevel Influences;151
11.2.3;Antecedents to Feedback Seeking;154
11.3;Future Research Directions;159
11.4;Practical Implications and Potential Areas of Intervention;160
11.4.1;Promoting Multiculturalism;161
11.4.2;Encouraging Self-Awareness and Intergroup Interaction;162
11.4.3;Employee-Driven Interventions;162
11.5;Conclusion;163
11.6;References;163
12;Chapter 9: Using a Training Intervention to Improve the Feedback Environment;169
12.1;Feedback Environment Training;171
12.2;Feedback-Seeking Frequency;173
12.3;Feedback Orientation;174
12.4;Results and Discussion;175
12.5;Conclusion;176
12.6;References;178
13;Chapter 10: Employee Reactions to the Feedback Environment;181
13.1;The Social Context of Feedback Processes: The Feedback Environment;182
13.2;Feedback Environment Reactions: How They Develop and How They Help Us Understand Employee Behavior;183
13.2.1;Satisfaction with the Feedback Environment;184
13.2.2;Fit with the Feedback Environment;186
13.2.3;Fairness of the Feedback Environment;186
13.3;Research on Reactions to the Feedback Environment;187
13.3.1;Initial Study: Employed Students in the USA;187
13.3.2;Working Adults in Peru;188
13.3.3;International Executive MBA Sample;190
13.4;Practical Implications: Using Reactions to the Feedback Environment in the Workplace;192
13.4.1;Future Research Directions;194
13.5;Summary;196
13.6;References;196
14;Chapter 11: One Size Does Not Fit All: A Review of How Personal Influences Affect Workplace Feedback Processes;201
14.1;Personal Influences on Feedback-Seeking Behavior;202
14.1.1;Personality Traits;202
14.1.2;Demographic Variables;204
14.1.3;Other Individual Differences;206
14.2;Personal Influences on Reactions to Feedback;208
14.2.1;Personality Traits;209
14.2.2;Demographic Variables;212
14.2.3;Other Individual Differences;213
14.3;Personal Influences on Feedback Giving;215
14.3.1;Personality Traits;216
14.3.2;Demographic Variables;217
14.3.3;Other Individual Differences;219
14.4;Dyadic Similarity in Individual Differences;220
14.5;Discussion, Future Directions, and Practical Implications;221
14.6;Conclusion;224
14.7;References;224
15;Chapter 12: Delivering 360-Degree Feedback;233
15.1;The 360 Feedback Process;234
15.1.1;The Validity of 360 Feedback;235
15.1.2;Using 360 Feedback for Leader Development;235
15.1.3;Developing a Competency Model for 360 Feedback;236
15.1.4;Characteristics of 360 Feedback;236
15.1.5;Awareness of the Feedback;240
15.1.6;Acceptance of the Feedback;240
15.1.7;Accountability for Acting on the Feedback;241
15.2;Recommendations for Delivering 360 Feedback;242
15.2.1;Group Feedback Sessions;245
15.3;What Makes 360 Feedback Successful?;246
15.3.1;Clarity of Purpose;246
15.3.2;Organizational Readiness;246
15.3.3;The 360 Feedback Instrument;246
15.3.4;Instrument Vendor;247
15.3.5;Logistics;247
15.3.6;Feedback Recipient Preparation;248
15.3.7;Rater Selection;248
15.3.8;Postassessment Actions;249
15.3.9;Confidentiality and Anonymity;249
15.4;The Future of 360 Feedback;249
15.5;Conclusion;250
15.6;References;251
16;Chapter 13: The Role of Feedback in Coaching and Technology-Enabled Coaching Processes;254
16.1;Coaching;255
16.2;E-Coaching;257
16.3;Benefits and Drawbacks to E-Coaching;258
16.4;E-Coaching and the Feedback Process;260
16.5;The Future of Electronic Coaching;262
16.6;Future Directions for Research and Practice;263
16.7;References;265
17;Chapter 14: User-Driven Feedback Tools for Leader Development;269
17.1;A Process View of User-Driven Feedback Tools;271
17.1.1;Feedback Seeking and the Cost-Value Framework;271
17.1.2;Antecedents of Feedback Seeking;272
17.1.3;Process Features;273
17.2;Applications of User-Driven Feedback in Organizations;275
17.3;Implementing a User-Driven Feedback Tool Within a Leader Development Program;278
17.3.1;Prepare Phase;279
17.3.2;Engage Phase;279
17.3.3;Apply Phase;281
17.3.4;Introducing User-Driven Feedback Tools in Organizations;284
17.4;Future Research Directions;285
17.5;Conclusion;287
17.6;References;287
18;Index;290