Group Feedback for Continuous Learning
Document Type
Article
Publication Date
1-1-2006
Journal / Book Title
Human Resource Development Review
Abstract
This article explores relationships between feedback, group learning, and performance. It considers how feedback to individuals and the group as a whole supports continuous group learning. Feedback source, purpose, clarity, and valence may affect perceptions, processing, and outcomes of feedback. How feedback is processed and used may be influenced by group and individual conditions, such as demands and goals, accountability for performance, learning orientation, and whether the group is engaging in adaptive, generative, and/or transformative learning. Implications for human resource development practice focus on interventions to improve the use of feedback. Directions for research include examining the content and process of feedback at the individual and group levels of analysis and exploring the effects of feedback source, feedback specificity, leader behavior, and member interactions on group learning.
DOI
10.1177/1534484306290226
MSU Digital Commons Citation
London, Manuel and Sessa, Valerie, "Group Feedback for Continuous Learning" (2006). Department of Psychology Faculty Scholarship and Creative Works. 246.
https://digitalcommons.montclair.edu/psychology-facpubs/246
Published Citation
London, M., & Sessa, V. I. (2006). Group Feedback for Continuous Learning. Human Resource Development Review, 5(3), 303-329. https://doi.org/10.1177/1534484306290226
