Experience

Publications

• Feedback to know, to show, or both? A profile approach to the feedback process.

  Learning and Individual Differences

  Learners seek feedback on their performance with varying motives. Using a latent profile analysis, we identified three subpopulations of college students with distinct patterns of feedback motives - instrumental isolated, undifferentiated, and instrumental enhancement. These groups differed in achievement goals, regulatory focus, and feedback orientation (Study 1, N= 563). In Study 2 ( N= 294), we replicated the three profile groups and linked them to feedback-seeking behaviors. The instrumental enhancement profile group most frequently sought feedback across types of behaviors (monitoring, inquiry) and sources (peers, instructors). We discuss the implications of our findings for feedback research and practice involving learners in various contexts.

• Feedback to know, to show, or both? A profile approach to the feedback process.

  Learning and Individual Differences

  Learners seek feedback on their performance with varying motives. Using a latent profile analysis, we identified three subpopulations of college students with distinct patterns of feedback motives - instrumental isolated, undifferentiated, and instrumental enhancement. These groups differed in achievement goals, regulatory focus, and feedback orientation (Study 1, N= 563). In Study 2 ( N= 294), we replicated the three profile groups and linked them to feedback-seeking behaviors. The instrumental enhancement profile group most frequently sought feedback across types of behaviors (monitoring, inquiry) and sources (peers, instructors). We discuss the implications of our findings for feedback research and practice involving learners in various contexts.

• Correlates and consequences of feedback orientation in organizations

  Journal of Management

  Feedback orientation is an individual difference that involves seeing feedback as useful, feeling accountable to act on feedback, being aware of social information, and feeling self-assured when dealing with feedback. In this study, the authors present a test of a model of the feedback-seeking process that includes feedback orientation. They hypothesize that emotional intelligence and the organization’s feedback environment are correlates of feedback orientation and that feedback orientation is indirectly related to task performance and leader–member exchange ratings made by the supervisor through increased feedback-seeking behavior. Results largely support the hypothesized model, demonstrating the importance of this construct for performance management research.

• Feedback to know, to show, or both? A profile approach to the feedback process.

  Learning and Individual Differences

  Learners seek feedback on their performance with varying motives. Using a latent profile analysis, we identified three subpopulations of college students with distinct patterns of feedback motives - instrumental isolated, undifferentiated, and instrumental enhancement. These groups differed in achievement goals, regulatory focus, and feedback orientation (Study 1, N= 563). In Study 2 ( N= 294), we replicated the three profile groups and linked them to feedback-seeking behaviors. The instrumental enhancement profile group most frequently sought feedback across types of behaviors (monitoring, inquiry) and sources (peers, instructors). We discuss the implications of our findings for feedback research and practice involving learners in various contexts.

• Correlates and consequences of feedback orientation in organizations

  Journal of Management

  Feedback orientation is an individual difference that involves seeing feedback as useful, feeling accountable to act on feedback, being aware of social information, and feeling self-assured when dealing with feedback. In this study, the authors present a test of a model of the feedback-seeking process that includes feedback orientation. They hypothesize that emotional intelligence and the organization’s feedback environment are correlates of feedback orientation and that feedback orientation is indirectly related to task performance and leader–member exchange ratings made by the supervisor through increased feedback-seeking behavior. Results largely support the hypothesized model, demonstrating the importance of this construct for performance management research.

• Incorporating embodied cognition into sensemaking theory: A theoretical integration of embodied processes in a leadership context.

  Current Topics in Management

  Despite growing recognition across a number of disciplines that cognitive processes are based in the body's interaction with the environment (e.g., Wilson, 2002), the body is afforded a negligible role in current conceptualizations of cognition in organizations. For instance, Hodgkinson and Healey's (2008) recent review of cognition in organizations makes no mention of how the body is implicated in cognitive processing. Perspectives that recognize the body's fundamental involvement in cognitive processing are referred to as embodied cognitive approaches. Embodied cognitive approaches view the representation of knowledge as dependent on brain structures involved in perception, action, and introspection rather than based on abstract semantic networks. Although embodied cognition remains largely unknown among organizational scholars (see Giessner & Schubert, 2007 or Harquail & King, 2003 for exceptions), we believe that embodied cognition is a useful theoretical perspective that can enhance our understanding of key managerial processes such as leadership. More critically, we contend that ignoring the embodied aspects of cognition creates an impoverished understanding of sensemaking processes.

• Feedback to know, to show, or both? A profile approach to the feedback process.

  Learning and Individual Differences

  Learners seek feedback on their performance with varying motives. Using a latent profile analysis, we identified three subpopulations of college students with distinct patterns of feedback motives - instrumental isolated, undifferentiated, and instrumental enhancement. These groups differed in achievement goals, regulatory focus, and feedback orientation (Study 1, N= 563). In Study 2 ( N= 294), we replicated the three profile groups and linked them to feedback-seeking behaviors. The instrumental enhancement profile group most frequently sought feedback across types of behaviors (monitoring, inquiry) and sources (peers, instructors). We discuss the implications of our findings for feedback research and practice involving learners in various contexts.

• Correlates and consequences of feedback orientation in organizations

  Journal of Management

  Feedback orientation is an individual difference that involves seeing feedback as useful, feeling accountable to act on feedback, being aware of social information, and feeling self-assured when dealing with feedback. In this study, the authors present a test of a model of the feedback-seeking process that includes feedback orientation. They hypothesize that emotional intelligence and the organization’s feedback environment are correlates of feedback orientation and that feedback orientation is indirectly related to task performance and leader–member exchange ratings made by the supervisor through increased feedback-seeking behavior. Results largely support the hypothesized model, demonstrating the importance of this construct for performance management research.

• Incorporating embodied cognition into sensemaking theory: A theoretical integration of embodied processes in a leadership context.

  Current Topics in Management

  Despite growing recognition across a number of disciplines that cognitive processes are based in the body's interaction with the environment (e.g., Wilson, 2002), the body is afforded a negligible role in current conceptualizations of cognition in organizations. For instance, Hodgkinson and Healey's (2008) recent review of cognition in organizations makes no mention of how the body is implicated in cognitive processing. Perspectives that recognize the body's fundamental involvement in cognitive processing are referred to as embodied cognitive approaches. Embodied cognitive approaches view the representation of knowledge as dependent on brain structures involved in perception, action, and introspection rather than based on abstract semantic networks. Although embodied cognition remains largely unknown among organizational scholars (see Giessner & Schubert, 2007 or Harquail & King, 2003 for exceptions), we believe that embodied cognition is a useful theoretical perspective that can enhance our understanding of key managerial processes such as leadership. More critically, we contend that ignoring the embodied aspects of cognition creates an impoverished understanding of sensemaking processes.

• Supportive feedback environments can mend broken performance management systems

  Industrial and Organizational Psychology

• Feedback to know, to show, or both? A profile approach to the feedback process.

  Learning and Individual Differences

  Learners seek feedback on their performance with varying motives. Using a latent profile analysis, we identified three subpopulations of college students with distinct patterns of feedback motives - instrumental isolated, undifferentiated, and instrumental enhancement. These groups differed in achievement goals, regulatory focus, and feedback orientation (Study 1, N= 563). In Study 2 ( N= 294), we replicated the three profile groups and linked them to feedback-seeking behaviors. The instrumental enhancement profile group most frequently sought feedback across types of behaviors (monitoring, inquiry) and sources (peers, instructors). We discuss the implications of our findings for feedback research and practice involving learners in various contexts.

• Correlates and consequences of feedback orientation in organizations

  Journal of Management

  Feedback orientation is an individual difference that involves seeing feedback as useful, feeling accountable to act on feedback, being aware of social information, and feeling self-assured when dealing with feedback. In this study, the authors present a test of a model of the feedback-seeking process that includes feedback orientation. They hypothesize that emotional intelligence and the organization’s feedback environment are correlates of feedback orientation and that feedback orientation is indirectly related to task performance and leader–member exchange ratings made by the supervisor through increased feedback-seeking behavior. Results largely support the hypothesized model, demonstrating the importance of this construct for performance management research.

• Incorporating embodied cognition into sensemaking theory: A theoretical integration of embodied processes in a leadership context.

  Current Topics in Management

  Despite growing recognition across a number of disciplines that cognitive processes are based in the body's interaction with the environment (e.g., Wilson, 2002), the body is afforded a negligible role in current conceptualizations of cognition in organizations. For instance, Hodgkinson and Healey's (2008) recent review of cognition in organizations makes no mention of how the body is implicated in cognitive processing. Perspectives that recognize the body's fundamental involvement in cognitive processing are referred to as embodied cognitive approaches. Embodied cognitive approaches view the representation of knowledge as dependent on brain structures involved in perception, action, and introspection rather than based on abstract semantic networks. Although embodied cognition remains largely unknown among organizational scholars (see Giessner & Schubert, 2007 or Harquail & King, 2003 for exceptions), we believe that embodied cognition is a useful theoretical perspective that can enhance our understanding of key managerial processes such as leadership. More critically, we contend that ignoring the embodied aspects of cognition creates an impoverished understanding of sensemaking processes.

• Supportive feedback environments can mend broken performance management systems

  Industrial and Organizational Psychology

• How Big is My Footprint?

  National Center for Science and Civic Engagement

  Pearls of Practice: A new series of course modules and short activities

• Feedback to know, to show, or both? A profile approach to the feedback process.

  Learning and Individual Differences

  Learners seek feedback on their performance with varying motives. Using a latent profile analysis, we identified three subpopulations of college students with distinct patterns of feedback motives - instrumental isolated, undifferentiated, and instrumental enhancement. These groups differed in achievement goals, regulatory focus, and feedback orientation (Study 1, N= 563). In Study 2 ( N= 294), we replicated the three profile groups and linked them to feedback-seeking behaviors. The instrumental enhancement profile group most frequently sought feedback across types of behaviors (monitoring, inquiry) and sources (peers, instructors). We discuss the implications of our findings for feedback research and practice involving learners in various contexts.

• Correlates and consequences of feedback orientation in organizations

  Journal of Management

  Feedback orientation is an individual difference that involves seeing feedback as useful, feeling accountable to act on feedback, being aware of social information, and feeling self-assured when dealing with feedback. In this study, the authors present a test of a model of the feedback-seeking process that includes feedback orientation. They hypothesize that emotional intelligence and the organization’s feedback environment are correlates of feedback orientation and that feedback orientation is indirectly related to task performance and leader–member exchange ratings made by the supervisor through increased feedback-seeking behavior. Results largely support the hypothesized model, demonstrating the importance of this construct for performance management research.

• Incorporating embodied cognition into sensemaking theory: A theoretical integration of embodied processes in a leadership context.

  Current Topics in Management

  Despite growing recognition across a number of disciplines that cognitive processes are based in the body's interaction with the environment (e.g., Wilson, 2002), the body is afforded a negligible role in current conceptualizations of cognition in organizations. For instance, Hodgkinson and Healey's (2008) recent review of cognition in organizations makes no mention of how the body is implicated in cognitive processing. Perspectives that recognize the body's fundamental involvement in cognitive processing are referred to as embodied cognitive approaches. Embodied cognitive approaches view the representation of knowledge as dependent on brain structures involved in perception, action, and introspection rather than based on abstract semantic networks. Although embodied cognition remains largely unknown among organizational scholars (see Giessner & Schubert, 2007 or Harquail & King, 2003 for exceptions), we believe that embodied cognition is a useful theoretical perspective that can enhance our understanding of key managerial processes such as leadership. More critically, we contend that ignoring the embodied aspects of cognition creates an impoverished understanding of sensemaking processes.

• Supportive feedback environments can mend broken performance management systems

  Industrial and Organizational Psychology

• How Big is My Footprint?

  National Center for Science and Civic Engagement

  Pearls of Practice: A new series of course modules and short activities

• Does an interactive WebCT site help students learn?

  Teaching of Psychology

  We examined whether students with access to a supplemental course Web site enhanced with e-mail, discussion boards, and chat room capability reacted to it more positively than students who used a Web site with the same content but no communication features. Students used the Web sites on a voluntary basis. At the end of the semester, students using the enhanced site earned more points in the class than students using the basic Web site. Additionally, students using the enhanced site reported using it more often and reported higher satisfaction with the Web site, course, and instructor.