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Feedback Programme (feedback + programme)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	50%

Selected Abstracts

Closing the circle: participant views of a 360 degree feedback programme

HUMAN RESOURCE MANAGEMENT JOURNAL, Issue 1 2001
Christopher Mabey
The use of 360 degree feedback is becoming increasingly commonplace in organisations. It is claimed that this programme offers a more rounded diagnosis of development needs resulting in more effective development plans for individuals and more strategically focused investment in training for the organisation as a whole. These claims are tested in a qualitative and quantitative field study of participants in a 360 degree programme for middle and senior managers at a UK university. Some elements of the programme are found to work better than others, but participants rate their experience of almost all aspects of training and development as significantly better than a matched sample of non-participants, and this leads to more positive global evaluations of the employer. The implications for the use of 360 degree programmes are discussed with regard to the critical HRM literature. [source]

The impact of multiple source feedback on management development: findings from a longitudinal study

JOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 7 2002
Caroline Bailey
Despite the rapid uptake of multi-source multi-rater (MSMR) feedback systems by UK organizations, comparatively little research exists describing the actual impact on participant managers, in terms of changes in management competence. Ratings of 104 target managers (by self assessments, bosses-, first- and second-level subordinates) were investigated within the context of a developmental feedback programme in operation within an organization. The study compared ratings over two administrations (with two years between administrations) to determine: (1) changes in co-workers' perceptions of their target manager's competence, (2) changes in target managers' development needs over time, (3) factors influencing a target manager's revised self-assessment and co-workers ratings, (4) changes in congruence between self and co-workers ratings and (5) the relationship of feedback to the organization's formal performance appraisal process. Significant increases in managers' competence were perceived by the managers' themselves and by their subordinates, development needs were seen to reduce and self and co-workers ratings were largely seen to become more congruent. However, polynomial regression analyses revealed co-workers feedback at Time One was not predictive of targets' self-assessments at Time Two. The implications of these findings with regard to the utility of MSMR feedback as a tool for management development are discussed. Copyright © 2002 John Wiley & Sons, Ltd. [source]

Does patient feedback improve the consultation skills of general practice trainees?

MEDICAL EDUCATION, Issue 2 2010
A controlled trial
Medical Education 2010:44: 156,164 Context, This study aimed to assess if an additional patient feedback training programme leads to better consultation skills in general practice trainees (GPTs) than regular communication skills training, and whether process measurements (intensity of participation in the programme) predict the effect of the intervention. Methods, We carried out a controlled trial in which two sub-cohorts of GPTs were allocated to an intervention group (n = 23) or a control group (n = 30), respectively. In 2006, allocated first-year GPTs in the VU University Medical Centre attended a patient feedback training programme in addition to the regular communication skills training. The control group attended only regular communication skills training. Trainees were assessed by simulated patients who visited the practices and videotaped the consultations at baseline and after 3 months. The videotapes were randomly assigned to eight trained staff members. The MAAS-Global Instrument (range 0,6) was used to assess (a change in) trainee consultation skills. Results were analysed using a multi-level, linear mixed-model analysis. Results, Data on 50 GPTs were available for the follow-up analysis. Both intervention group and control group GPTs improved their consultation skills: mean MAAS-Global scores for all participants were 3.29 (standard deviation [SD] 0.75) at baseline and 3.54 (SD 0.66) at follow-up (P = 0.047). The improvement in MAAS-Global scores in the intervention group did not differ significantly from the improvement in the control group. The analysis showed a trend for intensity of participation in the patient feedback programme to predict greater improvement in MAAS-Global scores. Discussion, Although the baseline scores were already in the high range, consultation skills in both groups improved significantly. This is reassuring for current teaching methods. The patient feedback programme did not improve consultation skills more than regular communication skills training. However, a subgroup of GPTs who participated intensively in the programme did improve their consultation skills further in comparison with the less motivated subgroup. [source]

Use of an innovative video feedback technique to enhance communication skills training

MEDICAL EDUCATION, Issue 2 2004
Debra L Roter
Context, Despite growing interest in medical communication by certification bodies, significant methodological and logistic challenges are evident in experiential methods of instruction. Objective, There were three study objectives: 1) to explore the acceptability of an innovative video feedback programme to residents and faculty; 2) to evaluate a brief teaching intervention comprising the video feedback innovation when linked to a one-hour didactic and role-play teaching session on paediatric residents' communication with a simulated patient; and 3) to explore the impact of resident gender on communication change. Design, Pre/post comparison of residents' performance in videotaped interviews with simulated patients before and after the teaching intervention. Individually tailored feedback on targeted communication skills was facilitated by embedding the Roter Interaction Analysis System (RIAS) within a software platform that presents a fully coded interview with instant search and review features. Setting/participants, 28 first year residents in a large, urban, paediatric residency programme. Results, Communication changes following the teaching intervention were demonstrated through significant improvements in residents' performance with simulated patients pre and post teaching and feedback. Using paired t -tests, differences include: reduced verbal dominance; increased use of open-ended questions; increased use of empathy; and increased partnership building and problem solving for therapeutic regimen adherence. Female residents demonstrated greater communication change than males. Conclusions, The RIAS embedded CD-ROM provides a flexible structure for individually tailoring feedback of targeted communication skills that is effective in facilitating communication change as part of a very brief teaching intervention. [source]