HRM_L5

Question 1

What is Performance Feedback?

Answer 1

Performance Feedback is information about past performance to adjust future behaviour.

• Key: Involves quality or quantity of results
• Aims to improve future outcomes
• Examples focus on behaviour, not personality

“Information given to people about the quantity and / or quality of their past performance; that allows the person to adjust their (future) performance.”

Question 2

What does Goal-Setting Theory say about feedback?

Answer 2

Feedback Enhances the Effect of SMART Goals on Productivity

Remember, Feedback is a “Additional Prerequisites”

Question 3

How can feedback be a double-edged sword?

Name three things.

Answer 3

• Average effect of feedback interventions on
  performance: d = .41 (negative effect in 1/3 of the
  studies, large variability in results; Kluger & DeNisi,
  1996)
• Feedback does not uniformly improve performance
  (Alvero et al., 2001; Sleiman et al., 2020)
• A combination of different approaches to feedback
  giving and seeking seem to have most consistent and
  highest effects on performance (Sleiman et al., 2020)

Question 4

Which types of feedback exist according to Feedback Intervention Theory?

And what can happen if it doesn’t go well?

Answer 4

• Different types of feedback can…
  – … target different feedback levels
  –… change the focus of attention, but also
  can mislead when not given carefully
• Intervening with feedback is difficult as we
  can be biased (e.g., similar-to-me)
• As a result…
  – … feedback information can be rejected by the feedback-
  receiver
  – … and feedback can lead to different forms of outcomes (these different outcomes in detail on another flashcard)

Question 5

Name some rules for effective feedback giving.

Answer 5

• Choose an appropriate setting
• Focus on the facts (e.g., concrete examples of behavior, not personality or motives)
• Show concern
• Focus on the common goal
• Keep it simple
• Provide timely feedback
• Balance positive and negative feedback
• Offer suggestions and support
• Watch your vocabulary (e.g., use “I” rather than
  “you”, don’t use “always” or “never”)

Question 6

How to give constructive feedback?

State the four steps.

Answer 6

From LeeAnn Renninger’s approach:
– Start with a micro-yes question
– Remove blur words, be specific
– Add an impact statement
– End with a commitment question

• Feedback can enhance the effect of goals on productivity. The type of feedback directs the attention of the feedback recipient to different goal levels
• → Be clear about what goals you want to address and tailor the feedback message accordingly
• Giving feedback is a competency: Performance can both decrease and increase after feedback, and certain rules support a positive outcome and acceptance of the feedback information
• → Don’t expect immediate improvement, offer help, provide resources

Question 7

Define Feedback Seeking Behaviour.

What are the two strategies?
What does it help with?

Answer 7

Feedback Seeking Behaviour is a proactive effort to obtain clarity on one’s performance.

• Two strategies: inquiry & monitoring
• Helps reduce blind spots

Question 8

What are the main motives behind feedback seeking?

Name four.

Answer 8

• Self-assessment: Motive to obtain accurate information about the self. Example: Choosing diagnostic tasks that provide accurate feedback
• Self-improvement: Motive to improve one’s traits, abilities and skills
• Self-enhancement: Seeking positive feedback after a mediocre performance
• Self-verification: Motive to maintain consistency between one’s self-views and other’s view

Question 9

Why is multisource feedback important?

Name three reasons.

Answer 9

Integrates multiple perspectives (e.g. supervisor, peers):

• Reduces bias in evaluation
• Reveals hidden strengths and blind spots
• Encourages self-reflection

Question 10

What are benefits and outcomes of feedback seeking?

Name four things.

Answer 10

• Improves performance and job satisfaction
• Builds relationships and fosters trust
• Encourages learning and adaptability
• Aligns self-view with others’ views

Question 11

Name three things that feedback seeking behaviour is influenced by.

Answer 11

• transformational leadership
• learning goal orientation
• organizational tenure

Question 12

Learning from Self-Other Evaluations

Name four types of informations in the context of learning from evaluations.
What does unexpected feedback lead to?

Answer 12

This model shows how self-other evaluations help learning:

• Shared impression = agreement.
• Blind spot = others know, I don’t (reveals weaknesses).
• Own impression = I know, others don’t (hidden strengths).
• Unknown = neither knows.

Unexpected feedback reveals growth areas or strengths.

Question 13

Feedback Seeking Behavior: Lessons Learned

Name three main points.

Answer 13

• Feedback can be actively obtained by inquiry or monitoring, different costs and benefits are associated with those strategies
  -→ The type of feedback sought is dependent on the seeker’s motive with different implications
• Feedback can affect performance directly or indirectly. Employees can compare their self-view with others’ evaluations.
  -→ Offers new insights into “hidden strengths” and “blind spots”
• Instruments for feedback seeking can give benefits as feedback can be sought from multiple sources.
  -→ A well-designed process and follow-up support are necessary for positive outcomes

Question 14

What are the three types of reactions to feedback?

Answer 14

• Affective reactions (e.g., dissapointment)
• Cognitive reactions (e.g., assessment of feedback accurary)
• Behavioral reactions (e.g. new strategy for task accomplisment)

Question 15

Why is it important to follow rules for effective feedback-giving?

Name four reasons.

Answer 15

• Reduce (self-)threats
• Direct the focus of attention (to the intended level)
• Provide resources
• Manage cognitive load

Question 16

Name three positive outcomes of feedback seeking behaviour.

Answer 16

• job satisfaction
• relationship building
• job performance