Reactions To Negative Feedback
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| Author | : Kim Malone Scott |
| Publisher | : Macmillan |
| Total Pages | : 375 |
| Release | : 2017-03-28 |
| Genre | : Business & Economics |
| ISBN | : 1760553026 |
Radical Candor is the sweet spot between managers who are obnoxiously aggressive on the one side and ruinously empathetic on the other. It is about providing guidance, which involves a mix of praise as well as criticism, delivered to produce better results and help employees develop their skills and boundaries of success. Great bosses have a strong relationship with their employees, and Kim Scott Malone has identified three simple principles for building better relationships with your employees: make it personal, get stuff done, and understand why it matters. Radical Candor offers a guide to those bewildered or exhausted by management, written for bosses and those who manage bosses. Drawing on years of first-hand experience, and distilled clearly to give actionable lessons to the reader, Radical Candor shows how to be successful while retaining your integrity and humanity. Radical Candor is the perfect handbook for those who are looking to find meaning in their job and create an environment where people both love their work, their colleagues and are motivated to strive to ever greater success.
| Author | : Leanne E. Atwater |
| Publisher | : Taylor & Francis |
| Total Pages | : 178 |
| Release | : 2008 |
| Genre | : Business & Economics |
| ISBN | : 0805853979 |
First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Spencer Lee Tower |
| Publisher | : |
| Total Pages | : 432 |
| Release | : 1999 |
| Genre | : Feedback (Psychology) |
| ISBN | : |
| Author | : Anastasiya A. Lipnevich |
| Publisher | : Cambridge University Press |
| Total Pages | : |
| Release | : 2018-11-15 |
| Genre | : Psychology |
| ISBN | : 1316843777 |
This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.
| Author | : Kabir Neel Daljeet |
| Publisher | : |
| Total Pages | : 112 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
The model of Organizational Frustration (Spector, 1978) suggests that individuals are more likely to engage in counterproductive work behaviour (CWB) after having had a negative experience at work due to the negative emotions brought on by such an experience. The King and Rothstein (2010) model of resilience suggests that the degree to which an individual self-regulates after an adverse workplace experience influences how they subsequently behave. Using vignettes, participants were told they received either positive or negative feedback regarding their job performance and were asked to fill out measures of resilience and intentions to engage in CWB. In a sample of 292, employed, male participants, it was found that behavioural self-regulation moderates the relationship between feedback type and CWB, as mediated by affect. This suggests that the more one engages in self-regulation, the less CWB they will likely engage in after having a negative reaction to an adverse workplace experience.
| Author | : Norman T. Feather |
| Publisher | : Routledge |
| Total Pages | : 301 |
| Release | : 2021-12-30 |
| Genre | : Psychology |
| ISBN | : 1000363716 |
Originally published in 1982, this book examines the current status of expectancy-value models in psychology. The focus is upon cognitive models that relate action to the perceived attractiveness or aversiveness of expected consequences. A person’s behavior is seen to bear some relation to the expectations the person holds and the subjective value of the consequences that might occur following the action. Despite widespread interest in the expectancy-value (valence) approach at the time, there was no book that looked at its current status and discussed its strengths and its weaknesses, using contributions from some of the theorists who were involved in its original and subsequent development and from others who were influenced by it or had cause to examine the approach closely. This book was planned to meet this need. The chapters in this book relate to such areas as achievement motivation, attribution theory, information feedback, organizational psychology, the psychology of values and attitudes, and decision theory and in some cases they advance the expectancy-value approach further and, in other cases, point to some of its deficiencies.
| Author | : Reto Schindler |
| Publisher | : |
| Total Pages | : 49 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
| Author | : Manuel London |
| Publisher | : Psychology Press |
| Total Pages | : 304 |
| Release | : 2003-09-12 |
| Genre | : Psychology |
| ISBN | : 113562609X |
This book discusses how people evaluate themselves, relate to others who give them feedback, and process information about others. It examines how feedback is given and received in teams and cross-cultural organizations, and explores the impact that feedback has on changing technologies.
| Author | : Susan M. Brookhart |
| Publisher | : ASCD |
| Total Pages | : 154 |
| Release | : 2017-03-10 |
| Genre | : Education |
| ISBN | : 141662306X |
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 | : Adam Howard Kabins |
| Publisher | : |
| Total Pages | : |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
The majority of empirical research on responses to negative feedback has focused on affective responses to negative feedback, which have largely been adverse. The purpose of this study was to examine how negative feedback enhances motivation. A key feature of this study is the conceptualization of motivation using Edward Deci and Richard Ryan's self-determination theory. Self-determination theory proposes a continuum of motivation, based on one's regulation, or contingency for performance. Goal orientation and social dominance orientation are proposed as two moderators of the negative feedback-regulation relationship. Two studies were conducted to examine the relationship between negative feedback and regulation. Study 1 used a survey-based instrument with a work sample after a performance appraisal was conducted (N = 221), and Study 2 took place in a psychology statistics undergraduate course (N = 156). Negative feedback yielded a decrease in obligated motivation in Study 1. Mastery prove goal orientation and performance prove goal orientation were consistent significant moderators of the negative feedback-regulation relationship, such that individuals with high levels of Mastery prove goal orientation increased their autonomous regulation at higher levels of negative feedback, while individuals with high levels of performance prove goal orientation decreased their autonomous regulation at higher levels of negative feedback. Implications for feedback delivery are discussed. This study contributes to the literature by being the first to examine the effects of negative feedback on all forms of regulation, and is the first to use goal orientation and social dominance orientation as moderators of the negative feedback - regulation relationship. Further, this study demonstrated the positive motivational effects of giving positive feedback as well as setting mastery prove based goals.
