The impact of 360‐degree feedback on management skills development

Abstract

This study investigated changes in the skill levels of managers which occurred two years following the managers' participation in 360‐degree feedback. The major objective was to investigate how skill development, development efforts, and environmental support for development are related. The Management Skills Profile (MSP) was used to measure skills and to give feedback. Of the original 198 managers who received feedback, 48 accepted the opportunity to complete the instrument again two years later. At that time, they also completed a questionnaire surveying what development activities they had completed and the extent to which they received support for development from their supervisor and the organization. The first hypothesis was that, for the group, (a) participants' skills would increase following feedback, and (b) self–other agreement would be greater at Time 2 than at Time 1. This was supported. The second hypothesis was that management skills would be related to later advancement. This also was supported. The third hypothesis was that skill development would be related to both development efforts and environmental support, and that some development activities would be more effective than others. Hypothesis four was that those who put more effort into development (a) would have received at Time 1 ratings which were more favorable and more congruent with their self‐ratings, and (b) would have received more environmental support. Hypotheses three and four were only partially supported. The results have implications for what managers can do to develop their skills and how others can support this development. © 1993 by John Wiley & Sons, Inc.

Effects of Training on Employee Job Satisfaction and Achievement: ‘Train to Gain’ Evidence From Manufacturing Businesses in Turkey

“…As a growing recognition of the importance of learning organizations, training is the permanent endeavor to teach employees how to do a particular task (Hazucha et al, 1993;Kapp, 1999). Making an exact definition and classification of the training is very hard and the terms training, teaching, development, education, coaching and mentoring may often be used interchangeably because of the close relationships between them.…”

The Evolution and Devolution of 360° Feedback

“…It would not have been in their best interest to quote other sources that used the term while defending the copyright. Around 1993, a number of references to 360°Feedback began to surface (e.g., Hazucha, Hezlett, & Schneider, 1993;Kaplan, 1993;London & Beatty, 1993;Nowack, 1993), and by the time the Edwards/Ewen book was published, the evolu t ion a n d devolu t ion of 3 6 0°f e e dbac k term was quickly being accepted as a concept and practice (Church, 1995;"Companies Use," 1993;O'Reilly, 1994;Swoboda, 1993).…”

Assessing interprofessional competence using a prospective reflective portfolio

“…PortfoliosThey are also helpful because they can include feedback from a range of different people who work alongside students such as patients, peers and practitioners incorporating the process known as 360 O appraisal (Zenger, Folkman & Edinger, 2011;Ferrari, Vozzolo, Daneman & Macgregor, 2011;Calhoun, Rider, Meyer, Lamiani & Truog, 2009). Hazucha, Hezlett, Schneider, 1993; assessment using 360 medcince).…”