Psychology
Feedback Orientation and Employee Development: Broadening the Scope
Document Type
Oral Presentation
Location
Indianapolis, IN
Subject Area
Psychology
Start Date
11-4-2014 2:30 PM
End Date
11-4-2014 4:30 PM
Sponsor
Alison O'Malley (Butler University)
Description
Feedback orientation is defined as a person's overall receptivity to feedback. It has been proposed to directly shape the way that employees seek, receive, interpret, and use feedback information, and indirectly shape performance outcomes. People high on feedback orientation actively seek out performance feedback and are receptive to both positive and negative feedback, whereas people low on feedback orientation are apprehensive toward feedback and do not see feedback as being valuable. We will build on work by Dahling, Chau, and O'Malley that linked feedback orientation to a limited set of individual factors (feedback orientation, social comparison orientation, self-enhancement motive, self-efficacy, accountability for development, and perceived utility of development) and contextual factors (feedback environment, organizational learning culture, fewer constraints). We will also consider informal organizational support in the way supervisors value employees on the whole and how that influences employee attitudes and intentions (Thompson & Prottas, 2006). We predict that employees will be motivated to develop to the degree that individual factors and contextual factors encourage such development, which will affect task and contextual performance. Our findings could give supporting evidence to the importance of feedback orientation on the broader performance management system.
Feedback Orientation and Employee Development: Broadening the Scope
Indianapolis, IN
Feedback orientation is defined as a person's overall receptivity to feedback. It has been proposed to directly shape the way that employees seek, receive, interpret, and use feedback information, and indirectly shape performance outcomes. People high on feedback orientation actively seek out performance feedback and are receptive to both positive and negative feedback, whereas people low on feedback orientation are apprehensive toward feedback and do not see feedback as being valuable. We will build on work by Dahling, Chau, and O'Malley that linked feedback orientation to a limited set of individual factors (feedback orientation, social comparison orientation, self-enhancement motive, self-efficacy, accountability for development, and perceived utility of development) and contextual factors (feedback environment, organizational learning culture, fewer constraints). We will also consider informal organizational support in the way supervisors value employees on the whole and how that influences employee attitudes and intentions (Thompson & Prottas, 2006). We predict that employees will be motivated to develop to the degree that individual factors and contextual factors encourage such development, which will affect task and contextual performance. Our findings could give supporting evidence to the importance of feedback orientation on the broader performance management system.