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Reflection as a strategy to enhance task performance after feedback

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  • Anseel, Frederik
  • Lievens, Filip
  • Schollaert, Eveline

Abstract

An unanswered question in employee development is how reflection can be used for improving performance in organizations. Drawing from research and theory on dual-process models, we develop and test a reflection strategy to stimulate deeper learning after feedback. Results of two studies (NÂ =Â 640 and NÂ =Â 488) showed that reflection combined with feedback enhanced performance improvement on a web-based work simulation better than feedback alone. Reflection without feedback did not lead to performance improvement. Further analyses indicated that the proposed reflection strategy was less effective for individuals low in learning goal orientation, low in need for cognition, and low in personal importance as they engaged less in reflection. Together, these findings provide a theoretical basis for the future study of reflection in organizations and suggest a practical and cost-effective strategy for facilitating employee development after feedback in organizations.

Suggested Citation

  • Anseel, Frederik & Lievens, Filip & Schollaert, Eveline, 2009. "Reflection as a strategy to enhance task performance after feedback," Organizational Behavior and Human Decision Processes, Elsevier, vol. 110(1), pages 23-35, September.
    • Handle: RePEc:eee:jobhdp:v:110:y:2009:i:1:p:23-35
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    References listed on IDEAS

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    1. Pieters, R. & Verplanken, B., 1995. "Intention-Behaviour consistency : Effects of consideration set size, involvement and need for cognition," Other publications TiSEM 3c86be3d-66f5-4f17-abc0-3, Tilburg University, School of Economics and Management.
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    Cited by:

    1. Maxim Egorov & Armin Pircher Verdorfer & Claudia Peus, 2019. "Taming the Emotional Dog: Moral Intuition and Ethically-Oriented Leader Development," Journal of Business Ethics, Springer, vol. 160(3), pages 817-834, December.
    2. Gérard Koenig & Isabelle Vandangeon-Derumez & Marie-Claire Marty & Yves Auroy & Jean-Paul Dumond, 2016. "Compliance with basic rules: the challenge of dialogical, enabling and disciplinary management [Le respect des règles élémentaires : enjeu d'un management dialogique, habilitant et disciplinant]," Post-Print hal-01377087, HAL.
    3. Christiane Hinerasky & Rene Fahr, 2014. "Learning Outcomes, Feedback, and the Performance Effects of a Training Program," Working Papers Dissertations 16, Paderborn University, Faculty of Business Administration and Economics.

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