The association between feedback-seeking and performance is moderated by growth mindset in a digital assessment game

2019 ◽  
Vol 93 ◽  
pp. 267-278 ◽  
Author(s):  
Maria Cutumisu
2017 ◽  
Vol 16 (4) ◽  
pp. 155-160
Author(s):  
Ian Johnston

Purpose This paper aims to show that everything a business does is fundamentally reliant on its culture. Culture determines how successful a strategy is and whether that strategy can be executed. If the culture in a business is out of alignment, it is imperative to change it. This paper examines how HR professionals can take ownership of this cultural space and help to create a growth mindset throughout the organisation. Design/methodology/approach The paper is based on experience gained through working with several large organisations to transform their people culture and performance by embracing a growth mindset and to help their HR leadership become the early champions of change, thus ensuring the process was successfully delivered. The paper includes case studies of two organisations where successful cultural shaping delivered improved results. Findings Companies with a growth mindset will outperform those with a fixed mindset. Changing mindsets is not overly complex, but it requires flawless implementation with the HR leaders at the forefront. Originality/value As Lou Gerstner, who turned around the computing giant IBM, said “I finally realised that culture is not part of the game, it is the game”. By understanding how individual mindsets impact culture, HR professionals can own and drive their organisation’s culture-shaping efforts.


2015 ◽  
Vol 30 (2) ◽  
pp. 199-215 ◽  
Author(s):  
Jason Dahling ◽  
Alison L O'Malley ◽  
Samantha L Chau

Purpose – The purpose of this paper is to examine how two motives for feedback-seeking behavior, the instrumental and image enhancement motives, impact the feedback-seeking process and supervisor ratings of task performance. Design/methodology/approach – Correlational data were collected from supervisor-subordinate dyads and analysed with path analysis. Findings – Results show that perceptions of a supportive supervisory feedback environment are associated with both higher instrumental and image enhancement motives. The instrumental motive fully mediates the relationship between the feedback environment and feedback-seeking behavior. However, the positive effect of feedback-seeking behavior on task performance ratings made by supervisors is only significant when the image enhancement motive is low. Contrary to expectations, no direct or moderating effects were found for the instrumental motive on performance ratings. Practical implications – These results demonstrate that many instances of feedback-seeking behavior are motivated by a desire to enhance one’s public image, and that high image enhancers can earn strong performance ratings even with low feedback-seeking behavior. Overall, the findings highlight the critical importance of measuring employees’ motives in research on feedback and performance management. Originality/value – This is the first study to explicitly examine how motives mediate and moderate the relationships between feedback environment perceptions, feedback-seeking behavior, and performance in the workplace. The findings suggest that future research on feedback-seeking behavior should measure and model the effects of motives on feedback processes.


2015 ◽  
Vol 43 (7) ◽  
pp. 2195-2217 ◽  
Author(s):  
Long Wai Lam ◽  
Kelly Z. Peng ◽  
Chi-Sum Wong ◽  
Dora C. Lau

Feedback is information made available to employees in their work environment, whereas feedback-seeking behaviors (FSBs) help employees to evaluate proactively whether their work has met performance standards and their behavior is considered appropriate. Prior studies have provided a perspective on how the feedback-seeking contexts affect the emergence and development of FSBs. In this study, we extend that perspective by investigating when FSBs affect job performance so that we can understand whether more feedback seeking is always better. Adopting the relational view of leadership, we hypothesize that the FSB-performance relationship should be stronger for employees with low leader-member exchange (LMX) and in groups with low aggregate LMX and low LMX differentiation. Using a multilevel research design and a sample of 379 teachers in 25 groups, we find support for most of our hypotheses. We discuss the implications of the study for the FSB and the proactive behavior literature and suggest avenues for future research.


2019 ◽  
Author(s):  
Claire Lancaster ◽  
Jasmine Blane ◽  
Amy Chinner ◽  
Leona Wolters ◽  
Ivan Koychev ◽  
...  

AbstractBackgroundSmartphones may significantly contribute to the detection of early cognitive decline at scale by enabling remote, frequent, sensitive, economic assessment. Several prior studies have sustained engagement with participants remotely over a period of a week; extending this to a period of a month would clearly give greater opportunity for measurement. However, as such study durations are increased, so too is the need to understand how participant burden and scientific value might be optimally balanced.ObjectivesWe explore the ‘little but often’ approach to assessment employed by the Mezurio app, interacting with participants every day for over a month. We aim to understand whether this extended remote study duration is feasible, and which factors might promote sustained participant engagement over such study durations.MethodsThirty-five adults (aged 40-59 years) with no diagnosis of cognitive impairment were prompted to interact with the Mezurio smartphone app platform for up to 36 days, completing short, daily episodic memory tasks in addition to optional executive function and language tests. A subset (n=20) completed semi-structured interviews focused on their experience using the app.ResultsAverage compliance with the schedule of learning for subsequent memory test was 80%, with 88% of participants still actively engaged by the final task. Thematic analysis of participants’ experiences highlighted schedule flexibility, a clear user-interface, and performance feedback as important considerations for engagement with remote digital assessment.ConclusionsDespite the extended study duration, participants demonstrated high compliance with the tasks scheduled and were extremely positive about their experiences. Long durations of remote digital interaction are therefore definitely feasible, but only when careful attention is paid to the design of the users’ experience.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rachel Gabel Shemueli ◽  
Mary F. Sully de Luque ◽  
Danae Bahamonde

PurposeTo examine the effects of leadership style on in-role performance through feedback seeking behavior (FSB) and engagement using the job demands resource theory (JD-R).Design/methodology/approachThe sample consisted of 152 employees working in a Peruvian call center. Structural equation modeling (SEM) was used to test the research hypotheses.FindingsTransformational leadership was significantly related to in-role performance, with FSB and engagement sequentially mediating the relationship.Originality/valueThis study highlights the motivational processes that can lead to employee engagement and performance within a call center and identifies the contribution of feedback seeking within this environment.


2020 ◽  
Author(s):  
Nick Buttrick

What does it mean to hold a “growth mindset?” Is it enough to simply think that anyonecan grow their abilities as long as they try, or is there more to it? Are using appropriate strategies and being willing to ask for help important, or irrelevant? And what does it matter if you’re wrong? Using a large nationally-representative sample of 9th graders in public high-school math classes and their teachers, we find, in a preregistered analysis, that a so-called “false growth mindset” - believing that anyone can succeed with hard work alone - is surprisingly common among teachers, and has real-world impacts on their students. In a multi-level non-parametric latent profile analysis, we find that 38% of teachers surveyed can be classified as having a false- growth mindset (characterized by an unreserved belief that everyone has the ability to succeed, but with a tendency towards praising success and imposing strategies on students instead of working with them to figure out what strategies would work best for them), and that students in these classrooms are more likely than students in the classrooms of teachers with a true growth mindset (~39% of teachers surveyed, characterized by a belief that most students can improve their abilities paired with strategy-supportive practices) to view their teachers as having fixed ability beliefs, are more likely to hold entity theories about their own abilities, and that students’ beliefs about their own ability significantly mediates a relationship between teacher mindset and lower end-of-year student grades.


2021 ◽  
Vol 4 ◽  
pp. 205920432198952
Author(s):  
Jasmine Tan ◽  
Kelly Yap ◽  
Joydeep Bhattacharya

While it may seem effortless for great musicians to deliver beautiful works of art, little is known about the hard work behind these performances. Musicians require grit to sustain effort over many years of training but flow can sweeten this experience. Growth mindset, referring to the belief that ability is malleable, is often related to grit and has been theorized to be conducive to flow. Self-identified musicians, between 18 and 57 years of age ( N = 162), participated in an online survey investigating the potential links between grit, growth mindset, and dispositional flow. Correlational analyses revealed that grit was a significant predictor of flow but no correlations between growth mindset and grit or flow were found. Furthermore, a hierarchical regression analysis taking into account participants’ musical training, personality traits, and performance anxiety found that grit did not predict dispositional flow over and above what can be predicted by practice hours and music performance anxiety. Altogether, these findings offer a closer look at the effects of the non-cognitive factors of growth mindset and grit on the experience of flow in music performance.


Author(s):  
Katleen De Stobbeleir ◽  
Lien Desmet

Purpose In this commentary, the authors follow DeNisi and Sockbeson’s suggestions to reintegrate the organizational feedback and feedback-seeking literatures. They build on and extend their theorizing by suggesting a framework of simultaneous dual judgment processing in both feedback-seeking and organizational feedback interventions.. Design/methodology/approach In the model, evaluation salience plays a role in how performance information is stored (i.e. as online judgments or loose memories), and rater motivation will determine to what extent the rater will deliberately use the stored information to give feedback. Findings The authors clarify some of the implications of the model for the accuracy of the feedback given, as well as how the cognitive methods that are used can be one of the explaining mechanisms in the link between feedback and performance. Originality/value This dual judgment processing approach accounts for the true complexity of the process of organizational feedback that has been largely ignored in past research.


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