IngentaConnect Positive affect and feedback-giving behavior

Abstract:

Purpose - New models of career management require individuals to harvest as much learning as possible from situations wherever and whenever feedback is possible. The purpose of this study was to investigate the influence of positive affect (liking) on feedback giving behavior since authors have suggested a potential bias but little empirical evidence exists on the topic. Design/methodology/approach - Data were collected from 77 trainer-trainee dyads in a formal field-based training program over a 60-day period. Additionally, critical incidents accounts of career setbacks were collected from MBA students and consulting clients. Findings - Less positive and less specific feedback was reportedly given to liked individuals, compared to disliked individuals, when performance was not attributed to internal causes. Also, an interaction between performance level and affective relationship explained amounts of negative feedback received in low internal attribution group. Less liked trainees received similar amounts of negative feedback despite performance level, while more liked trainees received more negative feedback when performing poorly than when performing well. The qualitative data support quantitative findings and add insights into why liked individuals receive less feedback of the nature that can further enhance career development. Practical implications - Liked individuals need to be especially vigilant in pursuing feedback necessary for personal development. Managers should be encouraged to monitor the amount of critical feedback given to liked and disliked employees. Specific suggestions are offered. Research limitations/implications - Objective performance measures may not be available in other field settings. Even so, an objective performance assessment is what is needed to understand the full impact of positive affect on feedback giving behavior and subsequently, personal development. Originality/value - Few studies regarding feedback giving behavior exist. The only previous study found that investigated the role of positive affect in feedback giving behavior was a lab study dealing only with poor performers. This field study shows how attributions interact with positive affect in feedback giving behavior while controlling for a natural range of performance. More importantly, this study adds a caveat to LMX findings about the advantages of a positive affective relationship.

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