scholarly journals Multisource personality feedback: Professional feedback interventions adapted for personal insight and development

2012 ◽  
Author(s):  
Jesse Ben Pappas
Keyword(s):  
Personality Feedback ◽  
Feedback Interventions ◽  
Personal Insight

Enhancing the efficacy of computerized feedback interventions for college alcohol misuse: An exploratory randomized trial.

2016 ◽  
Vol 84 (2) ◽  
pp. 122-133 ◽  
Author(s):  
Mary Beth Miller ◽  
Eleanor L. Leavens ◽  
Ellen Meier ◽  
Nathaniel Lombardi ◽  
Thad R. Leffingwell
Keyword(s):  
Randomized Trial ◽  
Alcohol Misuse ◽  
Feedback Interventions

Social nudging: The effect of social feedback interventions on vaccine uptake.

2018 ◽  
Vol 37 (11) ◽  
pp. 1045-1054 ◽  
Author(s):  
Lars Korn ◽  
Cornelia Betsch ◽  
Robert Böhm ◽  
Nicolas W. Meier
Keyword(s):  
Vaccine Uptake ◽  
Social Feedback ◽  
Feedback Interventions

scholarly journals Like ships passing in the night: toward a truly dyadic perspective on feedback dynamics

2018 ◽  
Vol 16 (4) ◽  
pp. 334-342 ◽  
Author(s):  
Frederik Anseel ◽  
Lien Vossaert ◽  
Elias Corneillie
Keyword(s):  
Organizational Behavior ◽  
Design Methodology ◽  
Systematic Approach ◽  
Empirical Work ◽  
Dynamic Processes ◽  
Management Research ◽  
Feedback Seeking ◽  
Dynamic Approach ◽  
Content Type ◽  
Feedback Interventions

Purpose This paper aims to extend the argument of DeNisi & Smith Sockbeson, who called to bridge the gap between feedback-seeking and feedback-giving research. The paper pushes their argument further by suggesting that future feedback research should systematically adopt a dyadic and dynamic approach to enhance the understanding of feedback episodes. Design/methodology/approach This paper reviews previous empirical work in the feedback domain and develops conceptual arguments for linking feedback-seeking and feedback intervention research. Findings Drawing upon previous work, the authors conclude that the current depiction of feedback processes in the literature might have been overly static and one-sided. Furthermore, it is argued that feedback research might have not kept up to date with recent conceptual and methodological developments in dyadic organizational behavior research. Research limitations/implications This paper builds on the argument of DeNisi & Smith Sockbeson, in turn contributing to a more complete picture of how feedback processes unfold in organizations. While this paper profiles a few studies that have begun to bridge the disconnect between feedback-seeking and feedback-giving research, one of its limitations is that it does not adopt a systematic approach in reviewing all potential methodologies. Originality/value This paper provides a first step toward studying feedback episodes as dyadic and dynamic processes. In doing so it helps solving one of the long-standing puzzles in management research namely why feedback interventions are sometimes detrimental to performance.

Improving the effectiveness of computer-delivered personalized drinking feedback interventions for college students.

2010 ◽  
Vol 24 (4) ◽  
pp. 592-599 ◽  
Author(s):  
Ernest N. Jouriles ◽  
Alan S. Brown ◽  
David Rosenfield ◽  
Renee McDonald ◽  
Kathryn Croft ◽  
...  
Keyword(s):  
College Students ◽  
Feedback Interventions

Reweaving the rainbow: qualitative color in business education

2018 ◽  
Vol 26 (3) ◽  
pp. 238-246 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Business Education ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
First Year ◽  
Content Type ◽  
Central Direction ◽  
Undergraduate Economics ◽  
Personal Insight ◽  
Limited Generalizability

Purpose This study aims to reflect on the dominance of a narrowly focused analytical approach within business schools, which provides an artificially fractured and disjointed understanding of the contextual complexities and interconnectedness that students will encounter in the future. This approach unnecessarily constrains sensemaking and inhibits creative response to future social and organizational complexity. As business schools and their graduates come under sustained scrutiny and criticism, it perhaps appropriate to reexamine and reframe their analytical bias. Design/methodology/approach The central direction taken in this study is that of critical reflection on the present author’s practice and experience in teaching undergraduate economics and accounting. Although the analysis may have limited generalizability, it is hoped that it may prove of interest and value to business school educators. Findings The preferential business school reliance on analytical perspectives suggest that they fail to appreciate the nature of business, its embeddedness in broader society and the competencies required by undergraduates and graduates. This study argues that an emphasis on holistic systems, synthetic fusion and an appreciation of complexity – rather than a reductive analytical agenda – might benefit business schools, their graduates and society at large. Originality/value This study provides an original, albeit personal, insight into a significant problem in business education. It offers original perspectives on the problem and presents faculty-centered suggestions on how business students might be encouraged and empowered to see quality as well as quantitative perspectives in their first-year courses.

Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

2017 ◽  
pp. 162-187 ◽  
Author(s):  
Eddy White
Keyword(s):  
Academic Writing ◽  
Best Practice ◽  
Teacher Feedback ◽  
Student Writing ◽  
Self Assessment ◽  
English Writing ◽  
Teacher Commentary ◽  
Feedback Interventions ◽  
Giving Feedback

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

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