A comparison of written feedback and written plus verbal feedback methods in performance management

Date

2007-01-01

Author

Erdemli, Cigdem
Somer, H. Canan
Bilgiç, Reyhan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

337
views

0
downloads

The purpose of this study was to examine the effects of two different modes of feedback on the reactions of supervisors (raters) and subordinates (ratees) and also on the performance of the subordinates. Using a quasi-experimental design, 77 supervisors giving feedback and 71 subordinates receiving feedback participated in the study. Supervisors were assigned to either Written Plus Verbal Feedback Condition or Verbal Feedback Condition. After receiving a general performance appraisal training and a feedback training (i.e., written plus verbal or written only feedback training), supervisors in each condition gave feedback to their subordinates consistent with their training. Performance of the subordinates was measured both before and two months after the feedback. Results indicated that the supervisors who had given written plus verbal feedback found the feedback process more effective and were more satisfied with it than the supervisors in the written feedback condition. However neither the reactions nor the job performance of the subordinates in the two feedback conditions differed significantly from each other Despite the lack of a significant difference, subordinates in both conditions reported favorable reactions toward the feedback.

Subject Keywords

Performance appraisal, Feedback giving, Written feedback, Verbal feedback

URI

https://hdl.handle.net/11511/52817

Journal

TURK PSIKOLOJI DERGISI

Collections

Graduate School of Social Sciences, Article

Suggestions

OpenMETU
Core

Transfer of Learning on a Spatial Memory Task between the Blind and Sighted People AKPINAR, SELÇUK; Popovic, Stevo; Kirazcı, Sadettin (2012-12-01) The purpose of this study was to analyze the effect of two different types of feedback on a spatial memory task between the blind and blindfolded-sighted participants. Participants tried to estimate the predetermined distance by using their dominant hands. Both blind and blindfolded-sighted groups were randomly divided into two feedback subgroups as "100% frequency" and "10% bandwidth". The score of the participants was given verbally to the participants as knowledge of results (KR). The target distance was...
A Meta-Analysis of the Effectiveness of Randomized Controlled Positive Psychological Interventions on Subjective and Psychological Well-Being Koydemir, Selda; Soekmez, Asli Bugay; Schuetz, Astrid (Springer Science and Business Media LLC, 2020-01-02) We conducted a meta-analysis to analyze the effects of randomized controlled positive psychological interventions on subjective and psychological well-being. Our aim was to extend previous research by following a more comprehensive approach in the selection of studies, by including new moderators, by focusing on adult nonclinical populations and increases in well-being, and by comparing the effects of interventions targeting subjective and psychological well-being (i.e., hedonism or eudemonia) or a combinat...
Investigation of middle school mathematics teacher emotions and their students’ mathematics achievement emotions: a mixed-methods study Çalık, Başak; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2021-1-01) The purpose of the study was three-fold. First, the study aimed to investigate the relationship between mathematics teachers’ emotions, self-efficacy, and burnout. Second, it was aimed to examine the relationship between mathematics teachers’ emotions and their students’ mathematics self-efficacy, perceived teaching quality, perceived teacher affective support, and mathematics achievement emotions. Third, the reasons for and relevant processes behind students’ emotions were uncovered by considering the lear...
Reactions to performance feedback and source : the moderating effect of individualism/ collectivism and power distance Solmazer, Gaye; Bilgiç, Reyhan; Toker, Yonca; Department of Psychology (2013) The major aim of the current study was to examine the moderating effects of collectivism and power distance cultural orientations-assessed at the individual level- on the relationship between feedback source and reactions to performance feedback, operationalized as perceived accuracy, perceived usefulness, and affective reactions. In the present study, focal reactions were those which came from observers of a third party’s performance. Student participants took part in a 2 (feedback sign) X 3 (feedback sour...
USE OF A SOCIAL COGNITIVE THEORY-BASED PHYSICAL-ACTIVITY INTERVENTION ON HEALTH-PROMOTING BEHAVIORS OF UNIVERSITY STUDENTS İnce, Mustafa Levent (SAGE Publications, 2008-12-01) The purpose of this study was to examine the effects of a 12-wk. physical activity intervention, based on conceptual discussions and practices of a social cognitive theory on health-promoting behaviors of 62 university students. The intervention Mainly focused on development of self-regulatory skills, social support, and self-assessment of health-related fitness. The Adolescent Health Promotion Scale and International Physical Activity Questionnaire were given Analysis of self-reports indicated improved nut...

Citation Formats

C. Erdemli, H. C. Somer, and R. Bilgiç, “A comparison of written feedback and written plus verbal feedback methods in performance management,” TURK PSIKOLOJI DERGISI, pp. 71–89, 2007, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/52817.