Journal articles on the topic 'Supervisor negative feedback'
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Green, Heather J. "Skills Training and Self-Esteem: Educational and Clinical Perspectives on Giving Feedback to Clinical Trainees." Behaviour Change 28, no. 2 (June 1, 2011): 87–96. http://dx.doi.org/10.1375/bech.28.2.87.
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AbstractSome education scholars view student self-esteem as very important to the learning process. However, in relation to clinical supervision, it has also been noted that supervisor overconcern about student self-esteem can lead to avoidance of negative feedback or giving feedback that is too vague to be useful. This article examines the role of self-esteem in relation to assessment and feedback practices in clinical training. A review of educational and clinical literature on self-esteem was undertaken, and suggested that differentiation between self-esteem and self-efficacy provides a more useful framework for supervisors than focus on self-esteem alone. Feedback about specific skills, and developing better coherence between supervisor and student assessment of the student's skills, are important components of clinical training. Suggestions are provided for guiding innovation in supervision and clinical training.
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Peng, Jui-Chen, and Julian Lin. "Linking supervisor feedback environment to contextual performances." Leadership & Organization Development Journal 37, no. 6 (August 1, 2016): 802–20. http://dx.doi.org/10.1108/lodj-10-2014-0207.
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Purpose – The purpose of this paper is to examine the relationships among supervisor feedback environment (SFE), leader-member exchange (LMX), organizational citizenship behavior (OCB), and workplace deviant behavior (WDB). Specifically, it analyzed the mediating role of LMX. Design/methodology/approach – With the data collected from 258 subordinate-supervisor pairs at various organizations in Taiwan, the authors examined the hypotheses by conducting structural equation modeling analyses. Findings – The results revealed that: SFE is positively related to LMX; LMX is positively related to OCB, and negatively related to WDB; furthermore LMX fully mediates the relationships among SFE and both OCB and WDB. Research limitations/implications – This data are collected in Taiwan, hence it may affect the generalizability of the results. Practical implications – Previous studies investigating the relationship between the feedback environment and organizational outcome variables focus on positive outcome variables. Thus, studies examining whether there is a negative effect on negative outcome variables such as WDB are insufficient. The study addresses this deficiency by including WDB as an outcome variable. The results empirically indicate that SFEs are negatively related to WDBs, but the effect diminishes when LMX is controlled. Social implications – This study presents the following practical implications for managers. To reduce employee deviant behavior, to improve employee supplementary performance, and further improve overall organizational operating performance, organizations can adopt methods for implementing SFE that promote good interpersonal relationships between supervisors and employees, and thus increase employees’ positive expression of OCB, and reduce deviant behavior. Originality/value – It can be argued that when supervisors and subordinates form good relationships, the supervisors would provide favorable feedback that may result in more OCBs and less WDBs. It is also possible to argue that the traditional LMX theory suggests that supervisors are dominant in determining the quality of LMX, and therefore good LMX relationships cannot be developed based on supervisory feedback. This study shows otherwise, and addresses the rival hypothesis by drawing from previous studies and theories as well as in comparing the proposed alternative model by conducting χ2 differences.
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Andiola, Lindsay M., Denise Hanes Downey, Brian C. Spilker, and Tracy J. Noga. "An Examination of the Interactive Effect of Feedback Source and Sign in the Offshoring Environment: A Social Identity Perspective." Behavioral Research in Accounting 30, no. 2 (July 1, 2018): 1–21. http://dx.doi.org/10.2308/bria-52182.
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ABSTRACT Public accounting firms regularly rely on offshore professionals to assist with client work. However, differences in interpersonal dynamics between offshore staff members and the supervisors they report to may yield positive and/or negative work outcomes. We examine how feedback source (offshore or onshore supervisor) and feedback sign (negative or positive) interact to affect offshore staff members' satisfaction with feedback. This is an important issue because subordinate satisfaction with performance feedback is a key determinant of future performance and turnover intentions. We find that offshore staff members are less satisfied with negative feedback from an offshore (local Indian) supervisor, a member of their in-group, than an onshore (remote U.S.) supervisor, a member of their out-group. However, their satisfaction with positive feedback does not significantly differ between feedback sources. Further analysis reveals that greater satisfaction is associated with increases in the effort the staff member plans to put forth in the future. JEL Classifications: M40; M41; M54; D91. Data Availability: Please contact the authors.
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Zheng, Xingshan, Ismael Diaz, Yin Jing, and Dan S. Chiaburu. "Positive and negative supervisor developmental feedback and task-performance." Leadership & Organization Development Journal 36, no. 2 (April 7, 2015): 212–32. http://dx.doi.org/10.1108/lodj-04-2013-0039.
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Purpose – The purpose of this paper is to conceptualize, understand, and measure positive and negative aspects of supervisor developmental feedback (SDF) and investigate their relationships with task performance. Design/methodology/approach – In Study 1, common themes in SDF were identified and a set of SDF items were developed to capture the positive and negative SDF domain. Study 2 entailed the administration of the items to respondents to examine the dimensionality of the items through exploratory factor analysis. In Study 3, using confirmatory factor analysis we further examined the extent to which positive and negative developmental feedback (PSDF and NSDF) were conceptually distinct from each other and different from an existing general measure of supervisor feedback. Findings – Study 1 and Study 2 yielded evidence that positive and negative SDF are distinct yet related constructs. Positive SDF predicted employee task performance. The positive SDF by negative SDF interaction predicted task performance. Research limitations/implications – The authors provide criterion-related validity evidence by examining the predictive validity of positive and negative SDF on subordinate task performance (reported by supervisors). Future research should examine the role of positive and negative SDF in predicting job performance in other samples and cultural contexts and for other outcomes, including organizational citizenship. Originality/value – This research refines the SDF domain by identifying positive and negative domains of the SDF construct. The authors propose and test the joint influence of positive and negative SDF. The novel findings point to the importance of supervisors providing both positive and negative feedback to enhance performance.
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Xing, Lu, Jianmin Sun, and Denise Mary Jepsen. "Effects of Supervisor Negative Feedback on Employees’ Feedback Management Behaviours." Academy of Management Proceedings 2021, no. 1 (August 2021): 14421. http://dx.doi.org/10.5465/ambpp.2021.14421abstract.
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Sohn, Nan Hee. "Effects of Self-Enhancement Bias on Perception of Supervisory Feedback in Counseling." Psychological Reports 105, no. 3_suppl (December 2009): 1269–80. http://dx.doi.org/10.2466/pr0.105.f.1269-1280.
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The purpose of this study was to assess how the self-enhancement bias of beginning counselors affects their perceptions of negative feedback in counseling supervision. It was predicted that the self-enhancement bias of beginning counselors would help lower the perceived threat of a counseling supervision, and lower perceived threat would mediate positive interpretation of the feedback in a negative feedback condition. In Korea, 203 volunteer beginning counselors ( M = 30.2 yr., SD = 6.7) were shown a videotaped counseling supervision session in which a counseling supervisor delivered either largely positive or largely negative feedback to a beginning counselor. After viewing the tape, these beginning counselors rated their perceptions of the supervision setting and feedback as ego-threatening. Results were consistent with predictions.
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Fencel, Jessica Atick, and Jean Suzanne Mead. "A Qualitative Study Describing Positive and Negative Supervisor-Student Clinician Relationships in Speech-Language Pathology." Perspectives of the ASHA Special Interest Groups 2, no. 11 (January 2017): 17–24. http://dx.doi.org/10.1044/persp2.sig11.17.
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The purpose of this study was to gain an understanding of the factors that constitute positive and negative supervisor/supervisee relationships as perceived by speech-language pathology graduate interns. Experiences were analyzed using qualitative methods via participant interviews. Two overlaying themes, ASHA's Task 1 of Supervision and Anderson's Continuum Model of Supervision, were identified and used as a framework for categorizing the participant responses. Analysis of the data indicated that the factors most likely to result in a positive clinical experience included constructive feedback, respect, positive praise, clear expectations, and structured clinical guidance while factors that most likely attributed to a negative experience were lack of the above-mentioned.
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Guo, Yun, Yanhong Zhang, Jianqiao Liao, Xinwei Guo, Jintao Liu, Xiang Xue, Cunchao Li, Min Zhang, and Yumei Zhang. "Negative feedback and employee job performance: Moderating role of the Big Five." Social Behavior and Personality: an international journal 45, no. 10 (November 7, 2017): 1735–44. http://dx.doi.org/10.2224/sbp.6478.
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We used hierarchical linear regression analysis to test the relationship between negative feedback and employee job performance, and explored the moderating role of the Big Five personality traits in this relationship. Participants were 357 supervisor–subordinate dyads in China; subordinates responded to negative feedback and Big Five personality traits measures, and direct supervisors rated their employees' job performance. Results showed that negative feedback was negatively related to employee job performance, and that the Big Five personality traits moderated this relationship. Specifically, the strength of the negative relationship between negative feedback and job performance was reduced as extraversion, openness to experience, agreeableness, emotional stability, and conscientiousness increased. Implications for management and theory are discussed.
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Kingsley Westerman, Catherine Y., Katie M. Reno, and Kyle B. Heuett. "Delivering Feedback: Supervisors’ Source Credibility and Communication Competence." International Journal of Business Communication 55, no. 4 (October 22, 2015): 526–46. http://dx.doi.org/10.1177/2329488415613338.
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This study investigated how perceptions of supervisor communication competence and source credibility were affected by the valence and synchronicity of a feedback message and the channel used to deliver the feedback message. Results indicated that those receiving feedback preferred phone calls rather than text messages as a channel for managers to deliver feedback. Also, supervisors delivering positive feedback were identified as more positive in general than those delivering negative feedback. Further results and implications are discussed.
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Kennedy, Denise M., Christopher T. Anastos, and Michael C. Genau. "Improving healthcare service quality through performance management." Leadership in Health Services 32, no. 3 (June 28, 2019): 477–92. http://dx.doi.org/10.1108/lhs-02-2019-0006.
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Purpose Healthcare service quality in the USA has gained importance under value-based payment models. Providing feedback to front-line staff is a vital component of managing service performance, but complex organizational dynamics can prevent effective communication. This work explored the performance management of appointment desk staff at Mayo Clinic Arizona, identified barriers to effective management and sought to standardize the process for monitoring service performance. Design/methodology/approach Multiple data sources, including qualitative inquiry with 31 employees from the primary care and surgery departments, were used. The research was conducted in two phases – facilitated roundtable discussions with supervisors and semi-structured interviews with supervisors and staff six months after implementation of service standards. Participants were probed for attitudes about the service standards and supervisor feedback after implementation. Findings While all staff indicated a positive work environment, there was an unexpected and pervasive negative stigma surrounding individual feedback from one’s supervisor. Half the participants indicated there had been no individual feedback regarding the service standards from the supervisor. Presenting service standards in a simple, one-page format, signed by both supervisor and the patient service representative (PSR), was well received. Originality/value Combining rapid-cycle quality improvement methodology with qualitative inquiry allowed efficient development of role-specific service standards and quick evaluation of their implementation. This unique approach for improving healthcare service quality and identifying barriers to providing individual feedback may be useful to organizations navigating a more value- and consumer-driven healthcare market.
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Johnson, Maria, and Vicki S. Helgeson. "Sex Differences in Response to Evaluative Feedback: A Field Study." Psychology of Women Quarterly 26, no. 3 (September 2002): 242–51. http://dx.doi.org/10.1111/1471-6402.00063.
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We investigated sex differences in response to evaluative feedback among bank employees who were going through the annual performance evaluation process. Questionnaires were mailed to employees before and after they had their face-to-face evaluation with their supervisor. Women and men received similar evaluation scores. Men's self-esteem was relatively unaffected by the nature of the feedback, whereas women's self-esteem slightly improved after positive feedback and substantially dropped after negative feedback. After the evaluations, women reported greater intentions to change their behavior based on the evaluation. However, this finding was accounted for by men's higher job status relative to women. The findings for self-esteem were partly explained by women's greater agreement with the feedback compared to men. Future research should explore how the nature of the supervisee-supervisor relationship influences how women and men respond to feedback.
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Tang, Thomas Li-Ping, and Theresa Li-Na Tang. "Effects of Leadership Status and Performance Feedback on Self and other Attributions and Task Performance." Psychological Reports 59, no. 2 (October 1986): 999–1006. http://dx.doi.org/10.2466/pr0.1986.59.2.999.
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Subjects' attributions of self and others were examined as a function of leadership status (supervisor vs subordinate) and feedback on performance (positive, negative, or no feedback). Each group had one supervisor and two subordinates (one confederate and one subordinate-subject). Bogus performance feedback was given to each group at random. In their attribution of success, subjects rated confederates as having more success on the task than themselves, so they presented themselves modestly in a social context. Supervisors assigned much less responsibility to themselves than to confederates and subordinates. However, subordinates' attributions of responsibility for self and others were not significantly different. Supervisors and subordinates performed equally well on “quantity” of performance, yet the former were able to maintain a significantly better “qualify” of performance than the latter. Generalization from a laboratory study to actual work situations is not appropriate until justified by appropriate field work.
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Dalton, Derek W., Ann Boyd Davis, and Ralph E. Viator. "The Joint Effect of Unfavorable Supervisory Feedback Environments and External Mentoring on Job Attitudes and Job Outcomes in the Public Accounting Profession." Behavioral Research in Accounting 27, no. 2 (June 1, 2015): 53–76. http://dx.doi.org/10.2308/bria-51183.
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ABSTRACT Unfavorable supervisory feedback environments (SFEs) occur when supervisors provide unhelpful, inconsistent, and inconsiderate feedback. This study investigates whether external mentoring (i.e., mentoring support that is provided by a superior who is external to the supervisor-subordinate relationship) can moderate (i.e., attenuate) the adverse effects of unfavorable SFEs that occur in the accounting profession. Based on a survey of 421 public accounting professionals, the results indicate that unfavorable SFEs are associated with lower job satisfaction and role clarity, which, in turn, lead to lower organizational commitment and higher turnover intentions. More importantly, the results also show that external mentoring moderates (i.e., attenuates) the negative effects of unfavorable SFEs on both role clarity and job satisfaction. Implications for research and practice are discussed.
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Zheng, Xiaotao, Bingqing Wu, Rui Sun, and Mingchuan Yu. "Does distorted negative feedback from supervisor help employees to enhance?" Academy of Management Proceedings 2021, no. 1 (August 2021): 12400. http://dx.doi.org/10.5465/ambpp.2021.12400abstract.
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Krasman, Joe. "Getting to the “Source” of Feedback-Seeking: Impact of Feedback-Seeking on Supervisor Stress." International Journal of Human Resource Studies 8, no. 3 (June 10, 2018): 103. http://dx.doi.org/10.5296/ijhrs.v8i3.12706.
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In the workplace, feedback-seeking occurs between two parties - a seeker (e.g. subordinate) who asks for feedback and a source (e.g. supervisor) who responds. This study examines the impact of feedback-seeking on sources' role overload, role conflict, and stress. A survey was conducted of supervisors. Results showed that frequency of being sought for feedback is positively related to sources' stress. In addition, role overload, but not role conflict, fully mediated this relationship. These findings suggest that feedback-seeking may have a downside for sources. Specifically, if sources are asked for feedback too often, they may fall behind in their work and experience role overload and stress. Recommendations are put forth for preventing feedback-seeking from having a negative impact on sources.
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Xing, Lu, Jianmin Sun, and Denise Mary Jepsen. "How Does Supervisor Negative Feedback Influence Employee Learning? An Attribution Perspective." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 10751. http://dx.doi.org/10.5465/ambpp.2019.10751abstract.
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Ghosh, Piyali, Ragini Chauhan, and Alka Rai. "Supervisor support in transfer of training: looking back at past research." Industrial and Commercial Training 47, no. 4 (June 1, 2015): 201–7. http://dx.doi.org/10.1108/ict-11-2014-0071.
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Purpose – Of the various factors directly or indirectly influencing transfer of training, supervisor support as a work environment variable is found to have diverse relationships with transfer, further complicated with the perspective of time. The purpose of this paper is to bring together findings from past research to have a better insight on the impact of supervisor support on training transfer. Design/methodology/approach – A qualitative approach has been adopted to review existing research on the selected constructs. Findings – Literature reveals divergent influences of supervisor support on transfer: some researchers have established a direct-indirect relationship, some opine a positive-negative relationship and few show mixed results. Usually the relation is found to be indirect when trainee characteristics have been used as mediators. The authors may infer that the influence of supervisor support on transfer is contextual and nothing can be said affirmatively on their relation. Practical implications – Supervisors can harness trainee characteristics by enhancing their motivation to learn and motivation to transfer. They can familiarize trainees with the programme, discuss how to apply newly learnt skills to jobs, set goals and provide timely feedback. Trainers should train supervisors about how to support trainees before, during and after training. Overall, organizations must structure the role of supervisors in a way that would ensure maximized training transfer and effective management of a training programme. Originality/value – This study provides a better understanding of the association between supervisor support and training transfer, taking into consideration all dimensions, namely positive or negative, direct or indirect and even mixed.
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Fedor, Donald B., Walter D. Davis, John M. Maslyn, and Kieran Mathieson. "Performance improvement efforts in response to negative feedback: the roles of source power and recipient self-esteem." Journal of Management 27, no. 1 (February 2001): 79–97. http://dx.doi.org/10.1177/014920630102700105.
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This study investigates dimensions of supervisor power and recipient self-esteem as predictors of performance improvement efforts following negative performance feedback. The study employs two stimuli (recall and scenario) administered at two different points in time with full-time employees. Results point to the importance of differentiating the types of supervisor power and assessing the extent to which different types of power moderate the self-esteem - performance improvement relationship.
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Holm, Ellen Astrid, Shaymaa Jaafar Lafta Al-Bayati, Toke Seierøe Barfod, Maurice A. Lembeck, Hanne Pedersen, Emilie Ramberg, Åse Kathrine Klemmensen, and Jette Led Sorensen. "Feasibility, quality and validity of narrative multisource feedback in postgraduate training: a mixed-method study." BMJ Open 11, no. 7 (July 2021): e047019. http://dx.doi.org/10.1136/bmjopen-2020-047019.
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ObjectivesTo examine a narrative multisource feedback (MSF) instrument concerning feasibility, quality of narrative comments, perceptions of users (face validity), consequential validity, discriminating capacity and number of assessors needed.DesignQualitative text analysis supplemented by quantitative descriptive analysis.SettingInternal Medicine Departments in Zealand, Denmark.Participants48 postgraduate trainees in internal medicine specialties, 1 clinical supervisor for each trainee and 376 feedback givers (respondents).InterventionThis study examines the use of an electronic, purely narrative MSF instrument. After the MSF process, the trainee and the supervisor answered a postquestionnaire concerning their perception of the process. The authors coded the comments in the MSF reports for valence (positive or negative), specificity, relation to behaviour and whether the comment suggested a strategy for improvement. Four of the authors independently classified the MSF reports as either ‘no reasons for concern’ or ‘possibly some concern’, thereby examining discriminating capacity. Through iterative readings, the authors furthermore tried to identify how many respondents were needed in order to get a reliable impression of a trainee.ResultsOut of all comments coded for valence (n=1935), 89% were positive and 11% negative. Out of all coded comments (n=4684), 3.8% were suggesting ways to improve. 92% of trainees and supervisors preferred a narrative MSF to a numerical MSF, and 82% of the trainees discovered performance in need of development, but only 53% had made a specific plan for development. Kappa coefficients for inter-rater correlations between four authors were 0.7–1. There was a significant association (p<0.001) between the number of negative comments and the qualitative judgement by the four authors. It was not possible to define a specific number of respondents needed.ConclusionsA purely narrative MSF contributes with educational value and experienced supervisors can discriminate between trainees’ performances based on the MSF reports.
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Pardhan, K., and L. Jones. "P099: Perceptions of assessment and feedback: hawks, doves and impact on learning." CJEM 21, S1 (May 2019): S99—S100. http://dx.doi.org/10.1017/cem.2019.290.
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Introduction: Residency training takes place in a work-place learning environment. Residents may work with several supervisors over the course of their training and each will provide feedback and assessments to them. Each supervisor may have a different approach to the delivery of their feedback and may deliver different assessments for the same quality of performance. Research question: among residents who receive regular feedback how do different styles of feedback by supervisors impact the residents’ learning? Methods: A qualitative methodology was used. Participants were residents from residency programs that have routine one-on-one feedback and assessment. In depth, semi-structured one-on-one interviews were conducted by the primary investigator (PI). These were then transcribed, reviewed and coded. The participants were University of Toronto and McMaster University residents. Sample size will be determined by thematic saturation and data collection is ongoing. The interview guide was updated in an iterative fashion to further explore themes generated in the initial interviews. Interview transcripts will be reviewed and coded by the PI with assistance from collaborators with qualitative methodological expertise. Results: Analysis of the first six participants revealed five themes. Residents described remembering feedback that generated a strong emotional response, both positive and negative; reflection on feedback as a component of using it for learning was consistent; issues with reconciling feedback received that was in conflict with previously feedback; relationship with the individual providing the feedback impacted feedback interpretation; feedback was parsed by residents to determine the rationale of the assessor and whether to incorporate feedback into learning process. Conclusion: How residents use feedback to further their learning is variable. This study identifies that styles of feedback, emotional response and relationship with the provider are all contributors to the learning that occurs after a feedback encounter. It also identifies that residents reflect on feedback differently and make decisions about how to incorporate feedback into their learning and practice. The individuality of these responses to feedback are important for trainee self-reflection in furthering their learning as well as important in faculty development as they develop skills in assessment and feedback. It is also important for training programs that facilitate the trainee supervisor interactions.
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Styles, M., and M. Shaw. "Learner and supervisor perspectives on factors that influence the effectiveness of educational supervision in postgraduate pharmacy education." International Journal of Pharmacy Practice 30, Supplement_2 (November 30, 2022): ii51—ii52. http://dx.doi.org/10.1093/ijpp/riac089.061.
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Abstract Introduction Educational supervision underpins the Centre for Pharmacy Postgraduate Education’s (CPPE) publicly funded national training pathways for pharmacy professionals working in primary care in England, mirroring arrangements for postgraduate medical specialty training. The educational supervision provided by CPPE comprises both one-to-one support and group learning to enable pharmacy professionals transitioning into primary care roles to progress with their education, manage workplace challenges and practise safely.1 However, little is known about its effectiveness. Aim The aim of this study was to explore learner and supervisor perceptions of factors that influence the effectiveness of educational supervision. Methods The study used a concurrent embedded mixed methods design. Following institutional ethical approval, data were collected using a validated online survey comprising items adapted from the Manchester Clinical Supervision Scale (MSCC-26®)2 and the Academy of Medical Educators’ (AOME) framework. The survey, comprising a 25-item questionnaire, together with open-ended questions inviting respondents to explain their ratings, was sent to all 902 learners enrolled on a CPPE primary care training pathway and 52 CPPE education supervisors in July 2020. Statistical data were analysed with SPSS®, using non-parametric tests due to negative data skewing. Responses to open-ended questions were analysed with NVivo® using framework analysis and then compared with the statistical data. Results 187 learners (20.7%) and 51 supervisors (98%) responded to the survey. Overall, 82.5% learners and 100% of supervisors rated the educational supervision provided by CPPE as effective. Framework analysis of responses to open-ended survey questions identified three main factors perceived by learners and supervisors to influence the effectiveness of educational supervision: supervisor-learner relationships; a safe learning environment; and peer support. Within the theme of supervisor-learner relationships, trust and rapport was awarded the highest mean score of any survey item. Trust and rapport and the ability of supervisors to establish a safe learning environment showed significant positive correlations (ρ(8) = .48, p < .001 and ρ(8) = .74, p < .001 respectively) with overall scores for the effectiveness of educational supervision. Peer support did not form part of the survey yet was mentioned spontaneously in many learner and supervisor responses. Learners described the benefits of educational supervision in providing opportunities to learn from peers, to receive peer feedback and to obtain peer and supervisor support for personal issues such as workplace challenges. Discussion/Conclusion Consistent with the literature on factors that influence the effectiveness of clinical supervision in other healthcare professions3, the results indicate that educational supervision provided by CPPE was more effective when levels of trust and rapport between learners and supervisors were high and when supervisors were able to create a safe learning environment. However, peer support has not previously been identified as an influencing factor. This is an important finding, reflecting that unlike other disciplines, the educational supervision provided by CPPE encompasses both one-to-one and group learning sessions. Limitations of the study include the relatively low learner response rate, the effect of the COVID-19 pandemic which required provision of online supervision and the potential bias from insider research. References 1. Styles, M., Middleton, H., Schafheutle, E., et al. Educational supervision to support pharmacy professionals’ learning and practice of advanced roles. Int J Clin Pharm. 2022;44:781-786. 2. Winstanley, J., White, E. The MCSS-26©: revision of the Manchester clinical supervision scale© using the Rasch measurement model. J Nurs Meas 2011;19:(3):60-178. 3. Kilminster, S., Cottrell, D., Grant, J., et al. AMEE Guide No. 27: Effective educational and clinical supervision. Med Teach. 2007;29:(1):2-19.
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James, Ian Andrew. "The Rightful Demise of the Sh*t Sandwich: Providing Effective Feedback." Behavioural and Cognitive Psychotherapy 43, no. 6 (April 7, 2014): 759–66. http://dx.doi.org/10.1017/s1352465814000113.
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Background: As a trainee cognitive therapist in the early 1990s, I was taught the Sh*t Sandwich by my supervisor. I continued to use this technique for many years without seeing the need to extend my repertoire of feedback strategies. Aims: This article describes a number of other feedback techniques, raising awareness of the processes underpinning feedback, and facilitating reflection on feedback methods. Method: This review examines feedback and the methods of feedback used to improve clinical competence. Results: Evidence informs us that the use of good feedback has a significant effect on learners’ outcomes (Milne, 2009). However, despite recognition of its importance, many supervisors fail to give adequate feedback and utilize methods that are sub-optimal. One such problematic method is the notorious “Sh*t Sandwich” (SS), which attempts to hide criticism within a cushion of two positive statements. This paper looks at various models of giving negative and positive feedback, suggesting that our repertoire of feedback methods may require expanding. Conclusion: The review suggests that feedback is a complex process and methods that place an emphasis on the learner as an active participant in the learning process (i.e. interactive approaches) should be encouraged. The paper suggests that negative feedback should generally be avoided in favour of constructive support, accompanied by specific, descriptive, balanced feedback, with new learning being consolidated by role play. Generally, feedback should be given about the task rather than the person, but when it is personalized it should relate to effort rather than ability.
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Xing, Lu, Jianmin Sun, and Denise Mary Jepsen. "The Short-Term Effects of Supervisor Negative Feedback on Employee Well-Being and Performance." Academy of Management Proceedings 2020, no. 1 (August 2020): 14984. http://dx.doi.org/10.5465/ambpp.2020.14984abstract.
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Zada, Shagufta, Jawad Khan, Imran Saeed, Huifang Wu, Yongjun Zhang, and Abdullah Mohamed. "Shame: Does It Fit in the Workplace? Examining Supervisor Negative Feedback Effect on Task Performance." Psychology Research and Behavior Management Volume 15 (September 2022): 2461–75. http://dx.doi.org/10.2147/prbm.s370043.
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Lapalme, Marie-Ève, Olivier Doucet, Andréa Gill, and Gilles Simard. "Can “Temps” Secure Future Employment? Investigating the Relationship Between Proactive Behaviors and Employers’ Rehiring Decision." Journal of Career Development 44, no. 4 (June 5, 2016): 297–310. http://dx.doi.org/10.1177/0894845316652251.
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This study examines how the adoption of proactive socialization behaviors by temporary agency workers is related to contract renewal intention of the supervisor in the client organization in which they are assigned. We propose that the adoption of such behaviors will be associated with a favorable performance evaluation from the supervisor in the client organization, and in turn, to his or her contract renewal intention through two mechanisms, namely, role clarity and leader–member exchange (LMX), which refers to the quality of the relationship between the temporary worker and his or her supervisor. Data were collected from 217 worker–supervisor dyads. Results indicate that information-seeking behavior is related to performance evaluation through role clarity. This indirect relationship is however negative, as greater role clarity relates negatively to performance evaluation. Our results also show that LMX acts as a mediator between feedback seeking, boss-relationship building, and performance. Finally, favorable performance evaluation is positively associated with contract renewal intention.
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Shim, Dong Chul, Hyun Hee Park, and Seong Young Jeong. "Government Employees’ Organizational Citizenship Behavior Amid Organizational Resource Decline: Can They Work More With Less?" Review of Public Personnel Administration 39, no. 2 (June 23, 2017): 209–31. http://dx.doi.org/10.1177/0734371x17715501.
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Based on the implication of the job demands–resources (JD-R) model, this study examined the associations between job demands (organizational resource declines and work overload) and resources (job-goal specificity, performance feedback, and work unit climate) with employees’ organizational citizenship behavior (OCB). Although statistically significant negative associations were found between financial and human resource decline and OCB, the associations were weak from a practical perspective. In line with the JD-R model, this study also found that job-goal specificity, performance feedback, and work supervisor support had positive associations with OCB. However, the effect of work overload was found to be marginalized, and the expected buffering role of job resources on the negative association of work overload with OCB was not confirmed in this study.
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Chen, Wen Jing, and Kan Shi. "Measurement for Team Innovation - Comparison for Multi-Sources Appraisal." Advanced Materials Research 225-226 (April 2011): 88–91. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.88.
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Based on 360-degree feedback evaluation system, the authors tried to find out the answer for “Who" would be the assessor for team innovation. Two questionnaire surveys were carried out to collect the data from four different sources (team members, within-team leader, between-team supervisor and objective data) of 27teams with 169 participants. Data analysis showed that the data from team member is negative related to the objective data while the data from within-team leader are positively related to the objective data. And there is no significant relationship between the appraisal of between-team supervisor and the objective data. The authors analyzed the consistency and determined the weights of different evaluators for team innovation. Implications for future research and pragmatic ramifications for organizational practice are discussed in discussion.
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Sheer, Vivian C. "Does E-mail Facilitate Negative Performance Feedback Giving?: Supervisor and Subordinate Responses Compared via the Concept of Social Accountability." Communication Studies 63, no. 2 (April 2012): 220–42. http://dx.doi.org/10.1080/10510974.2011.633150.
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Nelson, Lori A. "Feedback in Supervision." Perspectives on Administration and Supervision 19, no. 1 (March 2009): 19–24. http://dx.doi.org/10.1044/aas19.1.19.
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Abstract Provision of feedback is a vital component of the supervisory process. The challenge for clinical supervisors is how to make this feedback an effective catalyst for positive change without damaging the supervisory relationship. Many professions outside of speech-language pathology have studied various forms of feedback and their effects. This paper summarizes a number of research articles drawn from the fields of communication studies, speech-language pathology, medical education and counseling. These articles provide details as to what constitutes effective or ineffective feedback along with guidelines for successful implementation of feedback in clinical supervision. Positive and negative aspects of peer feedback in the supervision process are also discussed.
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Caligiuri, Paula, Nataliya Baytalskaya, and Mila B. Lazarova. "Cultural humility and low ethnocentrism as facilitators of expatriate performance." Journal of Global Mobility 4, no. 1 (March 14, 2016): 4–17. http://dx.doi.org/10.1108/jgm-03-2015-0007.
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Purpose – For decades, expatriate scholars have understood that the individual factors of cultural humility and ethnocentrism and the contextual factors of feedback and support affect expatriates’ outcomes. The study, rooted in the observation that great advice and support are often ignored by expatriates, seeks to uncover why. Based in the humility literature, the authors test whether individual differences interact with support to affect expatriate performance. The paper aims to discuss these issues. Design/methodology/approach – The authors surveyed a matched sample of 62 expatriates and their supervisors from one multinational organization. Findings – The study found that expatriates higher in cultural humility benefit more from the support and feedback offered in the host national work environment which, in turn, facilitates better supervisor ratings of performance. The authors also found that expatriates’ ethnocentrism has a direct negative influence on their ratings of performance. Research limitations/implications – The findings in the study are focussed and robust, but tested within a single organization. That said, the authors believe the results have implications for expatriate selection and for ways to manage the host national environment to improve expatriate performance. Originality/value – The study joins the research conversation on how expatriates’ individual differences interact with the environments in which they are placed to affect their success. This study also underscores the importance of humility in the global professional context.
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Vega-Barachowitz, Carmen D., and Jean C. Brown. "Outcomes Measurement and Management: Cost and Benefits of Reflective Supervision." Perspectives on Administration and Supervision 10, no. 2 (June 2000): 3–18. http://dx.doi.org/10.1044/aas10.2.3.
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Abstract The article explores the cost and benefits of reflective supervision by using journalizing. Ten students’ journals are analyzed using content analysis to look for recurring themes and categories. The final categories are used to make assertions about how student clinicians and their supervisor used the journals to work through critical issues in a university pre-school program. Eight assertions are made about the ways student clinicians used journals and they include: asking for help, venting anger, solving problems, speculating, reflecting, tattling, and giving the supervisor positive and negative feedback. Five assertions are made about how their supervisor used the journals. The journals were used to affirm, to comment, to reinforce behaviors, to share experiences, and to express anger. The findings suggest that journals are a useful tool for clinical teaching. Do I really need to get up and do this again? Why can’t I just stay in the bed and pull the covers over my head? It is the beginning of the semester. I get a new group of graduate students and they get the same old lecture. How many times have I done this orientation? I’mlosing track of time. Maybe this group will be better. OK. I’ll just get up and get it over with. It’s the end of the first day. That wasn’t so bad. “Jean, can I talk to you? Would now be a good time?” Oh, no! What is it now? Is she going to tell me that she hates this practica? Is she going to tell me that she’s quitting? “Jean, I really want to talk about the journals. I’ve been looking over the format and I just don’t want to share myself, but I don’t want this to effect my grade.”
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Rikard, G. Linda, and Mary Lou Veal. "Cooperating Teachers: Insight into Their Preparation, Beliefs, and Practices." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 279–96. http://dx.doi.org/10.1123/jtpe.15.3.279.
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Twenty-three physical education cooperating teachers were interviewed in order to examine their preparation for becoming supervisors and their supervisory beliefs and practices. Most cooperating teachers had no formal preparation for their supervisory roles and shared no common technical language. Instead, they applied Lortie’s (1975) apprenticeship of observation by acquiring supervisory knowledge and images of supervision primarily from memories of their own student teaching supervision and their experiences as teachers. These cooperating teachers assumed one of three supervisory styles with student teachers: (a) “do it your way,” (b) “do it my way,” and (c) “we’ll do it together.” The feedback ranged from very little feedback to providing both positive and negative feedback to student teachers. This study indicates an urgent need to establish a model of systematic, data-based supervision for all cooperating teacher. Suggestions for changes in physical education supervision are included.
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Tiantian, Xian, Zhang Zhenduo, Xiao Huan, Xiu Jing, and Jia Wentong. "The Curvilinear Relationship Between Job Control and Voice: Role of Emotional Resistance to Change and Supervisor Developmental Feedback." SAGE Open 11, no. 2 (April 2021): 215824402110278. http://dx.doi.org/10.1177/21582440211027960.
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The purpose of this study was to delve into the underlying mechanism and contextual boundary condition of the U-shaped relationship between job control and voice at the episode level within the framework of conservation of resources theory. Adopting a two-wave experience sampling method, this study collected 265 matched cases nested in 53 Chinese employees for 5 consecutive days. By hierarchical linear regression, the U-shaped effect of job control on voice at the episode level was replicated. Furthermore, the mediating role of emotional resistance (ER) to change and to the moderating role of supervisor developmental feedback (SDF) was examined. Job control has a U-shaped effect on day-level voice and an inverted U-shaped effect on trait ER, which mediates the curvilinear relationship between job control and day-level voice. Daily SDF moderates the curvilinear relationship between job control and day-level voice such that daily SDF buffers the negative relationship between low job control and day-level voice, as well as amplifies the positive relationship between high job control and day-level voice. The current study unveils the mediating states and contextual boundary conditions of the curvilinear relationship between job control and day-level voice by testing the mediating role of ER and moderating role of SDF at the episode level, thereby further contributing to the literature on voice.
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Mansour Saleh Alabdulaziz, Dr. "Saudi Mathematics Students’ Experiences and Challenges with Their Doctoral Supervisors in UK Universities." International Journal of Doctoral Studies 15 (2020): 237–63. http://dx.doi.org/10.28945/4538.
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Aim/Purpose: The purpose of this study is to identify the challenges Saudi doctoral students studying in UK universities face with their supervisors, shed light on their experiences, and examine the extent to which these experiences impact their ability to complete their thesis. Furthermore, the aim is to examine the aspects of supervision the students found to be effective during their studies. Background: The overall intention of this article is to provide more information about the experiences and challenges Saudi mathematics students face with their doctoral supervisors in UK universities. Therefore, overcoming these difficulties will enhance the academic success rates of Saudi students, and will help them to complete their studies on time when studying at UK universities. Methodology: This was a multi method project resulting in the collection of both qualitative and quantitative data. It started with a questionnaire, which was administered to 300 Saudi doctoral students, 32 of whom subsequently agreed to be interviewed. The sample was randomly selected from doctoral students who were specializing in curricula and methods of teaching mathematics and other related areas. Contribution: This study added information to the literature on Saudi mathematics students’ experiences and challenges with their doctoral supervisors in UK universities. This also represents the first study to be context on this subject within Saudi Arabia. Findings: There are some positive and negative challenges experienced between doctoral students and their supervisors, which are comprised of four main dimensions: team supervision, the supervisory relationship, the elements of effective supervision in their current supervisors, and supervisors’ written feedback. Additionally, based on their experiences, the students stated the specific elements of supervision that were effective, including general knowledge of the research area and research methods, receiving continued support from the supervisory team, and the establishment of regular and realistic deadlines, friendliness, approachability and flexibility, the provision of detailed feedback on students’ work, joint meetings with both first and second supervisors, constructive criticism, and sufficient interest in their research. Recommendations for Practitioners: The stakeholders in Saudi Arabia should take advantage of the answers given by the participants to help those and future students. Furthermore, this study invites doctoral students to solve the challenges they face with their supervisors immediately, in order to be able to complete their thesis on time. Additionally, it is important that university and departmental administrative bodies consider tracking their study paths to better assist students. Furthermore, universities should be clear regarding the different roles and responsibilities of the students and their supervisors before the candidates commence their studies. Recommendation for Researchers: Further research is needed to explore supervisors’ views and experiences, as well as staff supporting and coordinating doctoral programs who may have a more holistic view of the supervisory process. Impact on Society: The study participants’ experiences of their doctoral studies could be highly beneficial for comprehending the problems that confront them when studying, which will enable better assistance to be provided. Future Research: Future studies could be extended to other areas of the education field. Furthermore, particular measures can be implemented to enhance supervision, which could be associated with satisfaction levels and/or the performance of students.
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ا.م.د. لمياء عبد الستار, اسيل حميد عبيد. "Evaluation of the Functional Performance of the Teachers of Physical Education Using Technique 360°." Modren Sport Journal 19, no. 1 (April 14, 2020): 0140. http://dx.doi.org/10.54702/msj.2020.19.1.0140.
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The objective of this study is to develop the evaluation of the performance of physical education teachers in girls' secondary schools in Baghdad governorate using the multi-lateral evaluation technique (360 ° feedback technology). The problem of the research is to adopt the traditional approach to evaluating the performance of physical education teachers in the general directorates of education In the province of Baghdad, which is based on the opinion of the direct official, which does not achieve the desired results of the adoption of a single source of feedback feedback on the process of evaluating the performance of the function and highlights the importance of research in the need of educational institutions in Iraq to The application of a new management style in the process of evaluating job performance because the rapid development of technology in pushing the world to begin the serious steps to review its various institutions in terms of structure, objectives and functions. The study was based on a questionnaire prepared by the researcher with a five-point scale. Seven forms were distributed at the St. Thomas Secondary School for Girls, with one form for each of the physical education school, one specialist, the secondary supervisor and two female teachers. Analysis of the results Using the mean of arithmetic mean, average mean and variance, this study found a negative gap of (1.182) between the responses of the two parties to the evaluation process, which shows an exaggerated individual in the presence of evaluation criteria, The school of Physical Education at the St. Thomas High School for Girls is exceeding the requirements. The final rate of the assessment was 3,783 out of five. The study ended with the recommendation and directing the attention of the decision makers in the directorates of education towards the adoption of this technique in the evaluation of the job performance. Their reliance on multiple sources in the evaluation process is far from favoritism and bias.
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Arain, Ghulam Ali, Sehrish Bukhari, Abdul Karim Khan, and Imran Hameed. "The impact of abusive supervision on employees’ feedback avoidance and subsequent help-seeking behaviour: A moderated mediation model." Journal of Management & Organization 26, no. 5 (September 18, 2018): 850–65. http://dx.doi.org/10.1017/jmo.2018.44.
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AbstractBased on the conservation of resource theory, this study investigated a moderated mediation model in which perceived co-worker support moderated the mediation of supervisory feedback avoidance between abusive supervision and help-seeking behaviour. Data from matching dyads of 220 house officers and 86 postgraduate medical staff were collected from several hospitals in Pakistan. Results of hierarchical multiple regression analyses supported the hypothesized model that abusive supervision first positively led to supervisory feedback avoidance, which in turn positively led to help-seeking from co-workers. Moreover, the mediating effect of supervisory feedback avoidance was stronger at the high value of co-worker support than that at the low value of co-worker support. This study contributes to the recently emerged notion in abusive supervision research that supervisees’ perception of abusive supervision may not always lead to abundantly reported negative work behaviours; instead, it may also lead to positive work behaviours, such as help-seeking behaviour that is highly beneficial for both supervisees and the organization.
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Jehl, Laura, Carolin Lawrence, and Stefan Riezler. "Learning Neural Sequence-to-Sequence Models from Weak Feedback with Bipolar Ramp Loss." Transactions of the Association for Computational Linguistics 7 (November 2019): 233–48. http://dx.doi.org/10.1162/tacl_a_00265.
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In many machine learning scenarios, supervision by gold labels is not available and conse quently neural models cannot be trained directly by maximum likelihood estimation. In a weak supervision scenario, metric-augmented objectives can be employed to assign feedback to model outputs, which can be used to extract a supervision signal for training. We present several objectives for two separate weakly supervised tasks, machine translation and semantic parsing. We show that objectives should actively discourage negative outputs in addition to promoting a surrogate gold structure. This notion of bipolarity is naturally present in ramp loss objectives, which we adapt to neural models. We show that bipolar ramp loss objectives outperform other non-bipolar ramp loss objectives and minimum risk training on both weakly supervised tasks, as well as on a supervised machine translation task. Additionally, we introduce a novel token-level ramp loss objective, which is able to outperform even the best sequence-level ramp loss on both weakly supervised tasks.
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Andelline, Shelly. "COMMUNICATION STYLES IN PT XYZ." Jurnal Muara Ilmu Ekonomi dan Bisnis 3, no. 2 (October 30, 2019): 342. http://dx.doi.org/10.24912/jmieb.v3i2.2076.
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Mengenal dan memahami gaya komunikasi sangat penting bagi seorang individu untuk mengembangkan keterampilan diri yang optimal. Dengan mengetahui dan memahami gaya komunikasi, seseorang dapat mengetahui kemampuan dan bakat mereka. Mereka akan tahu bagaimana meningkatkan hubungan interpersonal dalam berkomunikasi dalam organisasi. Tujuan dari penelitian ini adalah untuk mengetahui dan menganalisis (a) Apa gaya komunikasi dominan yang digunakan berdasarkan level manajer, level supervisor dan level staf di PT XYZ? (B) Bagaimana meningkatkan hubungan interpersonal pada masing-masing Gaya Komunikasi? Metode yang digunakan dalam penelitian ini adalah dengan menyebarkan kuesioner kepada responden. Alat pengukur dalam bentuk kuesioner adalah skala likert. Sampel yang terlibat dalam penelitian ini adalah karyawan Ho di PT XYZ. Gaya Komunikasi ditentukan oleh seberapa sering kita menggunakan dua elemen penting seperti umpan balik dan pengungkapan. Dalam penelitian ini akan dibahas 4 gaya yang biasanya digunakan dalam komunikasi, yaitu gaya tertutup, gaya buta, gaya tersembunyi dan gaya terbuka. Dari empat gaya komunikasi yang dibahas di atas, tidak ada gaya komunikasi yang baik atau buruk karena masing-masing memiliki sisi positif dan negatif. Know and understand communication style is very important for an individual to develop their optimum self-skills. With knowing and understanding the communication style, someone could know their ability and talents. They will know how to improve interpersonal relationships in communicating in the organization. The purpose of this research is to know and analyze (a) What is the dominant communication style used based on manager level, supervisor level and staff level at PT XYZ? (b) How to improve interpersonal relationships on each Communication Style ? The method used in this research is by spreading questionnaire to the respondents. Instrument gauges in questionnaire form is likert scale. Sample involves for this research are the Ho employees in PT XYZ. Communication Style specified by how often we use two important element such as feedback and disclosure. In this research will discuss 4 styles usually used in communication, that is closed style, blind style, hidden style and open style. Of the four communication styles discussed above, there is no good or bad communication style because each have the positive and negative side.
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Alo, Obinna, and Ahmad Arslan. "The antecedents of leader-member-exchange (LMX) relationships in African context: the influence of the supervisor’s feedback delivery-tactic." International Journal of Organizational Analysis 30, no. 7 (February 9, 2022): 67–94. http://dx.doi.org/10.1108/ijoa-07-2021-2878.
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Purpose The current paper aims to analyse the antecedents of leader–member exchange relationships (LMX) by specifically focusing on the influence of the supervisor’s feedback delivery tactic. Design/methodology/approach This study uses qualitative research methods with primary interviews as the main data source. Primary interviews with 40 managers from top supermarkets in Nigeria, South Africa and the UK were undertaken. Findings The authors found that both high-quality positive feedback and constructive criticisms produced the same feelings – more positive interpersonal relationships with their supervisors, higher levels of commitment to their organisations, higher job satisfaction and thus, high-quality LMX relationships. Where criticisms were delivered without greater interpersonal treatment, feedback was perceived as negative, and participants revealed lack of job satisfaction, lack of commitment to their organisations, poor interpersonal relationship with their supervisors, high turnover intent and thus low-quality LMX relationship. Originality/value To the best of the authors’ knowledge, the current paper is one of the first studies to highlight the consequences of different feedback delivery tactics on subsequent LMX quality particularly in African context. The authors specifically develop a process-based model of enhancing high-quality LMX, which shows the role of the supervisor’s feedback delivery tactic in the process. The authors also develop a process-based model that illustrates how negative/unconstructive feedback could result in a low-quality LMX. Finally, to the best of the authors’ knowledge, this paper is also one of the first to offer a comparative assessment between African and British (the UK) empirical settings and highlight some interesting dynamics concerning LMX quality and role of supervisor’s feedback delivery tactic.
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Aljohani, Meshal I., Abdelfatah S. Arman, and Fahad Almaeeni. "Work Engagement as Mediator in the Relationship between Job Resources and Employees Turnover Intention among Nursing Practitioners in Saudia Arabia." International Journal of Business and Management 17, no. 4 (March 13, 2022): 64. http://dx.doi.org/10.5539/ijbm.v17n4p64.
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The purpose of this quantitative study was to investigate the mediating influence of work engagement on the relationship between antecedents (e.g., supervisor support, performance feedback, autonomy, and learning opportunities) and consequence (turnover intention) among nursing practitioners in Royal Commission Medical Center (RCMC), Yanbu, Saudi Arabia. The study was conducted among a sample of 320 nurses from the RCMC, and data were analyzed using Pearson correlation and simple meditation analysis with SPSS's PROCESS macro model 4, to determine the influence of job resources on turnover intention through work engagement. Results of this study indicated significant negative correlations between age and turnover intention (r = −0.139; p ≤ 0.013), salary and turnover intention, and a positive correlation between nationality and dedication r = 0.128; p ≤ 0.05). Also, the results demonstrated that three dimensions of work engagement were significantly correlated with job resources and turnover intention. A limitation of the study lies in the method of data collection method, which participants self-reported in a questionnaire. The present study indicated Human Resource Development (HRD) professionals can both enhance the level of employee engagement and reduce the level of turnover intention, by improving employees’ learning opportunities to meet their current and future job requirements. Providing learning opportunities to one group in the organization is inadequate; an implication of this study is for HRD professionals to provide learning opportunities across multiple departments to enhance the level of employee engagement and reduce the level of turnover intention.
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Albrecht, Simon L., Camille R. Green, and Andrew Marty. "Meaningful Work, Job Resources, and Employee Engagement." Sustainability 13, no. 7 (April 6, 2021): 4045. http://dx.doi.org/10.3390/su13074045.
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Meaningful work and employee engagement have been the subject of increasing interest in organizational research and practice over recent years. Both constructs have been shown to influence important organizational outcomes, such as job satisfaction, wellbeing, and performance. Only a limited amount of empirical research has focused on understanding the relationship within existing theoretical frameworks. For this study, meaningful work is proposed as a critical psychological state within the job demands-resources (JD-R) model that can therefore, in part, explain the relationship between job resources and employee engagement. Survey data collected from 1415 employees working in a range of organizations, across a number of industries, were analyzed with confirmatory factor analysis (CFA) and structural equation modelling (SEM). In support of expectations, job variety, development opportunities, and autonomy, each had a significant and positive direct association with meaningful work. These job resources also had a significant and positive indirect effect on employee engagement via meaningful work. Although job variety, development opportunities, autonomy, and feedback had significant positive direct associations with engagement, contrary to expectations, supervisor support had a negative association with engagement. The final model explained a sizable proportion of variance in both meaningful work (49%) and employee engagement (65%). Relative weights analyses showed that job variety was the strongest job resource predictor of meaningful work, and that meaningful work was more strongly associated with employee engagement than the job resources. Overall, the results show that meaningful work plays an important role in enhancing employee engagement and that providing employees with skill and task variety is important to achieving that goal. Practical implications, study limitations, and future research opportunities are discussed.
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Alkaabi, Ahmed Mohammed, and Suhair Ali Almaamari. "Supervisory feedback in the principal evaluation process." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 503. http://dx.doi.org/10.11591/ijere.v9i3.20504.
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The purpose of this qualitative study is to understand how school principals perceive their supervisors’ feedback in the formative principal evaluation process. It spotlights the benefits of supervisors giving effective feedback to school principals as a key component in formative evaluations. In addition, it uses a qualitative case study design situated within the context of the Al-Ain school district, which is supervised by the Abu Dhabi Education Council in the United Arab Emirates. The data was collected using several data collection methods, namely interviews, documents, and field notes. Six school principals participated in the study, and a thematic analysis of their comments and other information that they provided yielded four themes that reflected the quality of feedback they received: (1) feedback in absentia, (2) superficial or irrelevant feedback, (3) negative or judgmental feedback, and (4) constructive and individualized feedback. The evidence concludes that feedback aimed at improving the leadership practices of principals is limited, and there is no embedded professional learning dialogue wherein such feedback exists. This study adds to the body of leadership literature and sets forth implications for enhancing and redesigning feedback delivery in the formative evaluation process to improve principals’ practices and support their professional growth.
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Ni, H. Wenwen, and Yuen J. Huo. "Same-gender supervisors protect women's leadership aspirations after negative performance feedback." Journal of Applied Social Psychology 48, no. 8 (May 22, 2018): 437–47. http://dx.doi.org/10.1111/jasp.12523.
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Hayashi, Mikio, Katsumi Nishiya, and Kazunari Kaneko. "Transition from undergraduates to residents: A SWOT analysis of the expectations and concerns of Japanese medical graduates during the COVID-19 pandemic." PLOS ONE 17, no. 3 (March 30, 2022): e0266284. http://dx.doi.org/10.1371/journal.pone.0266284.
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Introduction Interruptions in undergraduate clinical clerkship during the COVID-19 pandemic have reduced the confidence and preparedness of residents beginning their postgraduate training. We explore the thoughts of new residents about this transition and reflect on the support needed. Methods An exploratory qualitative case study was conducted with 51 residents. All had experienced interruptions in clinical training due to the pandemic and had just started their postgraduate training. Qualitative data were collected through 6 focus groups and 12 individual follow-up interviews. A thematic analysis was undertaken, and the data were categorised using a Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework. Results Graduates beginning their residency were aware of their professionalism and independence during the transition. They also faced the predicament of needing close supervision while their supervisors managed pandemic conditions. Residents emphasised the importance of developing relationships with colleagues and supervisors during the transition to residency and wanted direct observation and detailed feedback from their supervisors during procedures. Conclusions The experiences of residents were not uniformly negative. In fact, some had developed a positive mindset when entering the clinical field. Medical faculty members reflecting on interactions with new residents and planning future clinical internships could benefit from placing a high value on building relationships among residents, who may expect direct observation and detailed feedback from their supervisors.
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Dennis, Diane, Lora Cipriano, Ginny Mulvey, Stephanie Parkinson, Alan Reubenson, and Anne Furness. "Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4505. http://dx.doi.org/10.3390/ijerph19084505.
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(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at Curtin University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final- and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The ‘measure of quality of giving feedback scale’ (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflections were provided by peer teachers and faculty supervisors; student pass/fail rates for the penultimate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes.
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Holderness, D. Kip, Kari Joseph Olsen, and Todd A. Thornock. "Who Are You to Tell Me That?! The Moderating Effect of Performance Feedback Source and Psychological Entitlement on Individual Performance." Journal of Management Accounting Research 29, no. 2 (July 1, 2016): 33–46. http://dx.doi.org/10.2308/jmar-51538.
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ABSTRACT As organizational structures have become more flat, firms are increasing the use of peer reviews as a performance monitoring tool. Research suggests that the effectiveness of performance feedback, particularly negative feedback, depends on the feedback source and the recipient's sense of psychological entitlement. We conduct an experiment wherein we manipulate the valence and source level of performance feedback and examine how psychological entitlement moderates the effect of feedback on subsequent performance. We find that when providing negative performance feedback, the effect of feedback source on performance is moderated by the level of psychological entitlement of the feedback recipient. Specifically, relative to peer feedback, the effectiveness of feedback from a superior increases with the feedback recipient's entitlement. We also find that psychological entitlement and source level do not affect responses to positive feedback. Our results suggest that companies should encourage supervisors to deliver negative performance feedback, particularly to psychologically entitled employees.
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Hendricks, Shariefa, and Duncan James Cartwright. "A cross-sectional survey of South African psychology interns’ perceptions of negative supervision events." South African Journal of Psychology 48, no. 1 (March 15, 2017): 86–98. http://dx.doi.org/10.1177/0081246317698858.
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Prevalence rates of negative supervision events among Psychology interns in South Africa are non-existent. This article investigates the incidence of negative supervision events and explores the influence of various contextual variables on supervision outcomes. Quantitative data were obtained via a web survey from a sample ( N = 92) of Clinical and Counselling psychology interns across nine provinces in South Africa. In all, 42 (or 45.6%) of the 92 participants had a negative supervision event during their internship, 26.19% categorized their experience as ‘Harmful’, and 73.81% (or 31) had an ‘Inadequate’ experience. A total of 14 (or 22.6%) interns experienced a negative supervision event on a weekly basis. Proportionately more White interns reported experiencing negative supervision events and had the highest number of reported harmful experiences. Neither race nor gender significantly impacted the feedback and evaluation process. A significantly larger number of mixed race and mixed culture dyads reported harmful negative supervision compared to same race/culture dyads. There was no significant positive relationship between inadequate or harmful negative supervision event and sexual orientation, theoretical orientation, gender, religion, and language. Implications for training and professional development are discussed.
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Rubel, Julian A., Dirk Zimmermann, Anne-Katharina Deisenhofer, Viola Müller, and Wolfgang Lutz. "Nutzung von psychometrischem Feedback als empirische Unterstützung des Supervisionsprozesses bei Ausbildungstherapien." Zeitschrift für Klinische Psychologie und Psychotherapie 46, no. 2 (April 2017): 83–95. http://dx.doi.org/10.1026/1616-3443/a000413.
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Zusammenfassung. Theoretischer Hintergrund: Trotz der gut belegten generellen Wirksamkeit von Psychotherapie wird die Zahl der Patienten, die nicht auf eine Therapie ansprechen oder sich sogar im Verlauf verschlechtern, auf etwa ein Drittel geschätzt. Da Therapeuten im Vergleich zu empirischen Algorithmen weniger gut in der Lage sind negative Entwicklungen zu entdecken oder zu prognostizieren, brauchen sie zusätzliche Unterstützung in Form von kontinuierlichen Rückmeldungen über den Fortschritt ihrer Patienten. Solche Feedbackinterventionen können als empirisch basierte Unterstützung des Supervisions- oder Intervisionsprozesses verstanden werden. Diese Interventionen haben ihre Wirksamkeit zur Reduktion therapeutischer Misserfolge in zahlreichen Einzelstudien und Meta-Analysen wiederholt zeigen können. Fragestellung: Wie nutzen Therapeuten ein solches Feedback in ihrer praktischen Arbeit und in welchem Ausmaß spielen Therapeutenfaktoren dabei eine Rolle? Methode: In der vorliegenden Studie wurden 72 Therapeuten für 648 ihrer Patienten unmittelbar nach der Therapie dazu befragt, wie sie das psychometrische Feedback genutzt haben. Therapeutenunterschiede wurden mittels Mehrebenenmodellen ermittelt. Ergebnisse: Es konnte gezeigt werden, dass Therapeuten für einen Großteil ihrer Patienten das Feedback verwendeten. In etwa einem Drittel der Fälle gab es den Therapeuten den Anstoß zusätzliche Hilfen (z. B. Supervision/Intervision) zu beanspruchen. Ähnlich einer personengestützten Supervision wurde für über die Hälfte der Patienten das Feedback genutzt um therapeutische Interventionen anzupassen. Ob und in welcher Form es genutzt wurde hing jedoch stark von dem Therapeuten ab. Je nach Verwendungsart konnten Therapeutenunterschiede zwischen 27 % und 52 % der Feedbacknutzung erklären. Die Wahrscheinlichkeit, dass Therapeuten die Nutzungsmöglichkeiten des Feedbacks anwendeten war größer, wenn diese angaben im Durchschnitt zufriedener mit den grafischen Rückmeldungen zu sein. Schlussfolgerungen: Diese Ergebnisse machen deutlich, dass es zu einem großen Teil nicht nur vom Therapieverlauf oder den Charakteristika der jeweiligen Patienten abhängt wie Therapeuten das Feedback nutzen, sondern auch von Variablen, die den Therapeuten betreffen.
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Lee, Helena. "Changes in workplace practices during the COVID-19 pandemic: the roles of emotion, psychological safety and organisation support." Journal of Organizational Effectiveness: People and Performance 8, no. 1 (February 9, 2021): 97–128. http://dx.doi.org/10.1108/joepp-06-2020-0104.
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PurposeThe purpose of the study is to investigate the psychological safety, organisation support and emotion in the workplace during the transition from office to home working during the COVID-19 pandemic crisis. Past studies on emotion in the workplace mostly focus on types of discreet emotion, in relation to positive and negative emotions (e.g. Connelly and Torrence, 2018; Rubino et al., 2013). Other studies reported that emotions are derived from social comparison processes (Matta and Dyne, 2020). During a crisis, the emotional responses of the workers and organisational support to the different group of employees differ due to the social exchange relationship. Hence, this study contributes to the field of organisational support by examining the organisational support as the investment of both physical and psychological resources, and the emotional responses of employees to the COVID-19 pandemic crisis during transition from office to work-from-home setting. Through thick descriptions of the workers' emotion responses to this transition, the research examined how organisational support potentially impacts the worker's experience of psychological safety.Design/methodology/approachThe study was conducted in the Singapore context. In light of the COVID-19 pandemic, the Singapore Government imposed regulatory restrictions, the “Circuit Breaker” from April 7 2020 to curb the spread of the virus infections. Most workplaces from the public service agencies to the private enterprises implemented work from home arrangements for most of the employees. The data were generated from an online survey that included self-reported text-based narratives in response to open-ended questions. Open-ended questions effectively allowed respondents to define the real-world situation in their perspectives. Salaried workers from both the public and private organisations were invited to take part in this research. Respondents comprise full-time, part-time and contracted employees from the diverse sectors. The final sample size of 131 respondents was used. A qualitative data analysis was employed to gain deeper insight into the workers' emotional reactions, including their personal experiences of organisational support and psychological safety, during the transition from office to work from home setting.FindingsThe qualitative examination, through thematic coding, reveals the phenomenon of emotion triggered by social comparison emotion and critical socio-emotional resources (i.e. task, flexibility, communication, health and safety and social support) during a health crisis. Specifically, the employees' emotional reactions were elicited from the perceived organisational support, in how organisation cares for their well-being and work contributions and, in turn, influence the psychological safety. For example, the approach of the online communication (as a form of organisation support) practised by the managers has implications on the different levels of psychological safety experienced by the employee. In addition, emotional resources can be interpreted as organisation support. The findings revealed that emotions such as anxiety, stress, unfairness, inferiority and vulnerability are triggered by perceived inequity and comparison with the decisions or resources of the referent others of higher level such as the management (upward social comparison emotion). On the other hand, the emotions of pride, empathy, shared goals and support are generated by the care, collective interest and comparison of the referent others of lower level such as the subordinate (downward social comparison emotion). This study adds theoretical depth to the phenomenon of socio-emotional resources and the implications of psychological safety and organisational support of different work groups in the organisation.Practical implicationsThe practical implications contribute to human resource management practices to understanding the socio-emotional resources of the core and periphery groups. It is imperative for organisation to exercise equity in the allocation of resources and treatment between different groups (core and periphery). The implications of this study show the phenomenon of emotional responses arise from comparison within groups linking with perceived fairness. The managerial decisions and supervisor management style are key factors in promoting healthy emotion and psychological safety. Management style such as micromanagement and control were not favourable among employees, and autonomy, trust and empathy resonate with employees. During a crisis and major workplace changes, demonstrating employee care through feedback, timely and specific information sharing and participatory form of communication contribute to the positive perception of procedural and interactional fairness. In the initial phase of workplace change amid crisis, some element of control is inevitable. Supervisor support may come in the form of open communication in conveying the rationale for the need to exercise control in one process and flexibility may be accorded in another task. The empowerment of workplace decisions, open communication in shared goals and assurance and trust are critical in enhancing a high psychological safety.Originality/valueThis study examines the roles of emotion, psychological safety and organisational support among different groups of workers (full-time, part-time and contracted employees) in the context of COVID-19 pandemic. There has been scant study in examining the core and periphery groups relating to these research topics. The findings in this study reveal the phenomenon of emotions triggered by social comparison during the workplace changes and the display of different socio-emotional resources within groups. This qualitative research supported the past studies that autonomy in decision-making, supervisor support, employee care and trust affect psychological safety.
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Haydar, Bishr, Jonathan Charnin, Terri Voepel-Lewis, and Keith Baker. "Resident Characterization of Better-than- and Worse-than-Average Clinical Teaching." Anesthesiology 120, no. 1 (January 1, 2014): 120–28. http://dx.doi.org/10.1097/aln.0b013e31829b34bd.
Full textAbstract:
Abstract Background: Clinical teachers and trainees share a common view of what constitutes excellent clinical teaching, but associations between these behaviors and high teaching scores have not been established. This study used residents’ written feedback to their clinical teachers, to identify themes associated with above- or below-average teaching scores. Methods: All resident evaluations of their clinical supervisors in a single department were collected from January 1, 2007 until December 31, 2008. A mean teaching score assigned by each resident was calculated. Evaluations that were 20% higher or 15% lower than the resident’s mean score were used. A subset of these evaluations was reviewed, generating a list of 28 themes for further study. Two researchers then, independently coded the presence or absence of these themes in each evaluation. Interrater reliability of the themes and logistic regression were used to evaluate the predictive associations of the themes with above- or below-average evaluations. Results: Five hundred twenty-seven above-average and 285 below-average evaluations were evaluated for the presence or absence of 15 positive themes and 13 negative themes, which were divided into four categories: teaching, supervision, interpersonal, and feedback. Thirteen of 15 positive themes correlated with above-average evaluations and nine had high interrater reliability (Intraclass Correlation Coefficient >0.6). Twelve of 13 negative themes correlated with below-average evaluations, and all had high interrater reliability. On the basis of these findings, the authors developed 13 recommendations for clinical educators. Conclusions: The authors developed 13 recommendations for clinical teachers using the themes identified from the above- and below-average clinical teaching evaluations submitted by anesthesia residents.