Abstract
We investigated the effects of varying two types of information in feedback reports on feedback reactions in the context of managerial skill development. We found that favorable reactions increased when a high amount of procedural information was given. Furthermore, unfavorable reactions diminished when participants received low specific information. Fifteen months after the assessment of feedback reactions, we also measured students' self-reported involvement in developmental activities and found a significant and positive relationship between favorable feedback reactions and developmental activities. These results provide useful suggestions for management educators to enhance feedback reactions in managerial skill development.
| Original language | Undefined/Unknown |
|---|---|
| Pages (from-to) | 661-681 |
| Number of pages | 21 |
| Journal | Academy Of Management Learning & Education |
| Volume | 10 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2011 |