Feedback Environment: A Meta-Analysis

Feedback environment reflects the perceptions of the contextual, day-to-day feedback process within supervisor-subordinate relationships. Here, we present a comprehensive meta-analysis of the feedback environment literature. Based on K = 112 independent samples, representing N = 31,089 workers, results suggest that feedback environment is positively related to feedback orientation (rc = .42), leader–member exchange (rc = .81), supervisor-rated performance (rc = .29), and negatively related to burnout (rc = -.51). Moreover, we present multiple regression and relative weights analyses to consider the unique and incremental predictive power of feedback environment above-and-beyond two related constructs: leader–member exchange and feedback orientation. The results suggest that feedback environment explains unique variance in several correlates and is a particularly important predictor of (lower) burnout.

A person-situation perspective of informal learning: the role of supervisor feedback environment

Purpose Based on trait activation theory, the purpose of the present study is to explore the relationship between the antecedents and outcomes of informal learning with the moderating effect of supervisor feedback environment (SFE) in small- and medium-sized enterprises (SMEs). Design/methodology/approach Data (n = 388) were gathered from middle managers of Pakistan’s SME sector by following the purposive sampling technique. The proposed model was examined by means of structural equation modeling analysis with AMOS 24. Findings The study results delineate that middle managers with high-level self-efficacy and motivation to learn more actively participate in informal learning activities. The study also found that the SFE is a strong contextual moderator between the nexus of personal factors and informal learning. In addition, informal learning also has significant and positive effect on work engagement. Practical implications Human resource practitioners and organizational leaders of small businesses can use informal learning to improve employees’ skills and knowledge with less cost. For instance, management should use different strategies to enhance the effectiveness of informal learning by providing SFE. Originality/value There are numerous recent calls for research to ascertain the interaction of individual, contextual factors and outcomes of informal learning. The study addresses these voids by empirically examining antecedents and outcomes of informal learning simultaneously through the person–situation interaction perspective. It demonstrates that informal learning at the workplace becomes more effective in SFE.

Does Feedback Seeking Help Safety Performance Improvement? The Role of Consideration of Future Consequence

The purpose of this paper is to examine how feedback seeking impact safety performance through feedback environment and the moderating role of consideration of future consequence. Correlation data were collected from 202 participants in three industries of China. Results indicate that feedback seeking is positively associated with feedback environment and safety performance, the feedback environment mediated the relationship between feedback seeking and safety performance. However, the positive effect of feedback environment on safety performance is more significant when consideration of future consequence is high. Overall, the findings highlight the critical importance of individual features in the research on safety performance. The conclusion is conducive to a more detailed understanding of the antecedents that affect safety performance and provides a new perspective for the improvement of safety performance.

Students’ Feedback about Feedback; Have our PBL tutors started the shift towards a dialogic ask-tell-ask approach?

Objective: A paradigm shift towards a PBL bidirectional dialogic feedback can enhance learners’ performance. This study aimed to investigate undergraduate medical students’ perceptions of their PBL feedback. Methods: We sent e-mail invitations to a web-based survey to year one and two students at College of Medicine, King Saud University. Items included the process, content, and benefits of PBL feedback. Results: Of 209 respondents, 110 (53%) were first and 99 (47%) were second-year students. About 50% agreed that the feedback was regularly provided at scheduled timing and 72% perceived feedback environment as non-threatening. Agreement rates that the tutors asked students first to assess their performance, tell them what went well, what the areas for improvement are and develop with them an improvement plan were 59%, 61%, 61% and 52%, respectively. 61% agreed that tutors judged performance not personality. More year one students significantly agreed that the PBL feedback helped them to improve their knowledge acquisition and non-technical skills. Conclusion: Many of our PBL tutors have started the shift to a dialogic bidirectional feedback. We recommend continuing the faculty development efforts, peer-reviewing, and seeking student’s feedback within the academic quality satisfaction surveys. Abbreviations: PBL: Problem-based learning, ATA: Ask-Tell-Ask, CoM: College of Medicine, KSU: King Saud University. doi: https://doi.org/10.12669/pjms.36.7.1778 How to cite this:Saeed M, Isnani AC, Khan SA, Khamis N. Students’ Feedback about Feedback; Have our PBL tutors started the shift towards a dialogic ask-tell-ask approach? Pak J Med Sci. 2020;36(7):1698-1702. doi: https://doi.org/10.12669/pjms.36.7.1778 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.