Researchers who focus on feedback question its effectiveness in achieving goals. While feedback is essential, its effectiveness depends heavily on timing, format, and delivery method.
Studies show that immediate, specific feedback improves goal attainment by 40% compared to delayed or general feedback (Neubert, 1998). However, the relationship between feedback and performance is not linear. Research reveals frequent negative feedback can trigger defensive responses, reducing goal commitment and performance (Ilies & Judge, 2005).
The Feedback-Motivation Connection
DeShon and Gillespie's (2005) motivated action theory demonstrates three critical feedback components:
1. Temporal Proximity
- Immediate feedback strengthens behavior-outcome connections
- Regular feedback cycles maintain goal momentum
- Real-time monitoring enables quick strategy adjustments
2. Feedback Format
Research shows developmental feedback outperforms evaluative feedback, increasing goal persistence by 23% (Zhou, 2003). Effective feedback:
- Focuses on process improvements
- Highlights learning opportunities
- Maintains psychological safety
3. Error Management
Frese and Keith (2015) found organizations with strong error management cultures show 28% higher goal achievement rates. Their research reveals:
- Treating errors as learning opportunities increases innovation
- Open discussion of mistakes improves problem-solving
- Error anticipation reduces major setbacks
The Forward-Feedback Loop
Feedback loops rather than one-way feedback channels can:
- Encourage active self-monitoring
- Promotes strategic adjustments
- Builds metacognitive skills
Organizations implementing these evidence-based feedback systems see a dramatic improvement in goal achievement rates. The key is to move beyond traditional annual reviews and create continuous, development-focused feedback mechanisms.
Looking Ahead to Part 4
We'll explore how to integrate these insights into practical goal-setting systems. Consider: How does your current feedback approach align with these research findings?
References:
DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90(6), 1096-1127. https://doi.org/10.1037/0021-9010.90.6.1096
Frese, M., & Keith, N. (2015). Action errors, error management, and learning in organizations. Annual Review of Psychology, 66, 661-687. https://doi.org/10.1146/annurev-psych-010814-015205
Ilies, R., & Judge, T. A. (2005). Goal regulation across time: The effects of feedback and affect. Journal of Applied Psychology, 90(3), 453-467. https://doi.org/10.1037/0021-9010.90.3.453
Neubert, M. J. (1998). The value of feedback and goal setting over goal setting alone and potential moderators of this effect: A meta-analysis. Human Performance, 11(4), 321-335. https://doi.org/10.1207/s15327043hup1104_2
Zhou, J. (2003). When the presence of creative coworkers is related to creativity: Role of supervisor close monitoring, developmental feedback, and creative personality. Journal of Applied Psychology, 88(3), 413-422. https://doi.org/10.1037/0021-9010.88.3.413
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