Group Feedback for Continuous Learning

Manuel London, Valerie I. Sessa

Research output: Contribution to journalArticlepeer-review

58 Scopus citations


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
Issue number3
StatePublished - Sep 2006


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


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