Title
The effect of team feedback and guided reflexivity on team performance change The effect of team feedback and guided reflexivity on team performance change
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Oxford ,
Subject
Psychology
Educational sciences
Source (journal)
Learning and instruction / EARLI. - Oxford, 1991, currens
Volume/pages
34(2014) , p. 86-96
ISSN
0959-4752
ISI
000344439700008
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
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.
E-info
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