Group Feedback for Continuous Learning

Manuel London, Valerie Sessa

Research output: Contribution to journalArticleResearchpeer-review

32 Citations (Scopus)

Abstract

This article explores relationships between feedback, group learning, and performance. It considers how feedback to individuals and the group as a whole supports continuous group learning. Feedback source, purpose, clarity, and valence may affect perceptions, processing, and outcomes of feedback. How feedback is processed and used may be influenced by group and individual conditions, such as demands and goals, accountability for performance, learning orientation, and whether the group is engaging in adaptive, generative, and/or transformative learning. Implications for human resource development practice focus on interventions to improve the use of feedback. Directions for research include examining the content and process of feedback at the individual and group levels of analysis and exploring the effects of feedback source, feedback specificity, leader behavior, and member interactions on group learning.

Original languageEnglish
Pages (from-to)303-329
Number of pages27
JournalHuman Resource Development Review
Volume5
Issue number3
DOIs
StatePublished - 1 Jan 2006

Fingerprint

Group learning
Learning orientation
Group performance
Interaction
Valence
Human resource development
Transformative learning
Levels of analysis
Accountability
Specificity

Keywords

  • feedback interventions
  • group feedback
  • group learning
  • group performance

Cite this

London, Manuel ; Sessa, Valerie. / Group Feedback for Continuous Learning. In: Human Resource Development Review. 2006 ; Vol. 5, No. 3. pp. 303-329.
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Group Feedback for Continuous Learning. / London, Manuel; Sessa, Valerie.

In: Human Resource Development Review, Vol. 5, No. 3, 01.01.2006, p. 303-329.

Research output: Contribution to journalArticleResearchpeer-review

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