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Improving feedback reports: the role of procedural information and information specificity

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Abstract
We investigated the effects of varying two types of information in feedback reports on feedback reactions in the context of managerial skill development. We found that favorable reactions increased when a high amount of procedural information was given. Furthermore, unfavorable reactions diminished when participants received low specific information. Fifteen months after the assessment of feedback reactions, we also measured students' self-reported involvement in developmental activities and found a significant and positive relationship between favorable feedback reactions and developmental activities. These results provide useful suggestions for management educators to enhance feedback reactions in managerial skill development.
Keywords
MULTISOURCE ASSESSMENT CONTEXTS, PERFORMANCE-APPRAISAL REACTIONS, GOAL ORIENTATION, CORE SELF-EVALUATIONS, ORGANIZATIONAL JUSTICE, 360-DEGREES FEEDBACK, METAANALYSIS, PERCEPTIONS, CONSEQUENCES, EFFICACY

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Chicago
Feys, Marjolein, Frederik Anseel, and Bart Wille. 2011. “Improving Feedback Reports: The Role of Procedural Information and Information Specificity.” Ed. Ken Brown. Academy of Management Learning & Education 10 (4): 661–681.
APA
Feys, Marjolein, Anseel, F., & Wille, B. (2011). Improving feedback reports: the role of procedural information and information specificity. (K. Brown, Ed.)ACADEMY OF MANAGEMENT LEARNING & EDUCATION, 10(4), 661–681.
Vancouver
1.
Feys M, Anseel F, Wille B. Improving feedback reports: the role of procedural information and information specificity. Brown K, editor. ACADEMY OF MANAGEMENT LEARNING & EDUCATION. 2011;10(4):661–81.
MLA
Feys, Marjolein, Frederik Anseel, and Bart Wille. “Improving Feedback Reports: The Role of Procedural Information and Information Specificity.” Ed. Ken Brown. ACADEMY OF MANAGEMENT LEARNING & EDUCATION 10.4 (2011): 661–681. Print.
@article{1223859,
  abstract     = {We investigated the effects of varying two types of information in feedback reports on feedback reactions in the context of managerial skill development. We found that favorable reactions increased when a high amount of procedural information was given. Furthermore, unfavorable reactions diminished when participants received low specific information. Fifteen months after the assessment of feedback reactions, we also measured students' self-reported involvement in developmental activities and found a significant and positive relationship between favorable feedback reactions and developmental activities. These results provide useful suggestions for management educators to enhance feedback reactions in managerial skill development.},
  author       = {Feys, Marjolein and Anseel, Frederik and Wille, Bart},
  editor       = {Brown, Ken},
  issn         = {1537-260X},
  journal      = {ACADEMY OF MANAGEMENT LEARNING \& EDUCATION},
  keyword      = {MULTISOURCE ASSESSMENT CONTEXTS,PERFORMANCE-APPRAISAL REACTIONS,GOAL ORIENTATION,CORE SELF-EVALUATIONS,ORGANIZATIONAL JUSTICE,360-DEGREES FEEDBACK,METAANALYSIS,PERCEPTIONS,CONSEQUENCES,EFFICACY},
  language     = {eng},
  number       = {4},
  pages        = {661--681},
  title        = {Improving feedback reports: the role of procedural information and information specificity},
  url          = {http://dx.doi.org/10.5465/amle.2010.0054},
  volume       = {10},
  year         = {2011},
}

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