Publication
Title
The effect of team feedback and guided reflexivity on team performance change
Author
Abstract
Providing teams with feedback has been forwarded as a powerful practice to improve their learning and performance. Yet, this learning potential may not be realized unless teams actively process this feedback by stepping back from their team activity, building plans, and ultimately putting them into action. In an experimental study (N = 212 undergraduate students), we compared the effects of team-level feedback with or without an intervention prompting shared reflection on the feedback (i.e., guided reflexivity) to a no feedback control group on team performance growth. The results showed that only the combination of team performance feedback and guided reflexivity lead to performance change, at the beginning of team activity. These findings suggest that prompting feedback processing at an early stage of collaborative work has the power to help teams benefit from their past experiences and improve performance.
Language
English
Source (journal)
Learning and instruction / EARLI. - Oxford, 1991, currens
Publication
Oxford : 2014
ISSN
0959-4752 [print]
1873-3263 [online]
Volume/pages
34(2014), p. 86-96
ISI
000344439700008
Full text (Publishers DOI)
Full text (publishers version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 26.09.2014
Last edited 12.04.2017
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