Understanding and optimizing multisource feedback

Abstract

Three-hundred-and-sixty degree or multisource feedback, the process in which subordinates, peers, supervisors, and/or customers provide anonymous feedback to recipients, has grown in popularity over the past decade (Waldman & Atwater, 1998). In 1993, HRMJ published a special issue that included articles addressing topics such as 360-degree feedback as a competitive advantage, the impact of such feedback on management skills development, and suggestions for boosting the power of peer ratings. In July 1995, The APA Monitor published the following: "Anecdotal information indicates that these [360-degree] feedback methods heighten managers' awareness of their strengths and weaknesses; create an atmosphere of constructive dialogue; remove personal blind spots; and are a powerful incentive for change." In 1996, Antonioni reported that an estimated 25% of companies were using some type of upward or 360-degree-feedback process. (Upward feedback is solicited from only one source: subordinates.) In fact, numerous studies have reported improvements in overall performance following 360 or upward feedback interventions (e.g., Atwater, Roush, & Fischthal, 1995;Reilly, Smither, & Vasilopoulos, 1996). So why would any organization decline to engage in a 360-degree intervention?Although the use of 360-degree programs increased in the 1990s, research during this time on multisource feedback took a number of twists and turns that suggests that positive results are not the only potential outcome. Research indicates that a variety of factors can impact the success of a feedback intervention. In this article, we review the pivotal studies: those that question the validity of the impact of feedback interventions, those that address factors that influence change, and those that identify potential risks and negative effects. These studies are summarized in (56) upward (978) upward and peer (198) upward (238) upward (110) upward (238) upward (252) upward (158) upward (648) upward (1460) upward and peer upward (252) Key FindingsSignificant positive change for supervisors receiving feedback compared to control group Leader behavior improves following feedback; over-estimators get the most benefit from feedback Skill increases and higher self-coworker agreement years after receiving multisource feedback Managers with low or moderate scores improved Study incorporated a control group; those receiving feedback did not improve significantly more than did survey-only group Performance improvements sustained over time primarily managers whose initial feedback scores were low Managers rated as low or moderate showed improvements over 5 years-effects beyond regression to the mean Performance best for those with self-ratings in agreement with subordinate-ratings Under-raters are most effective; over-raters are least effective Over-raters are poorer performers; under-raters are better performers Feedback leads to improvements in both subordinate and peer ratings-but not customer ratings or sales volume Upward feedback scores correlated significantly...

Gender differences within 360‐degree managerial performance appraisals

“…One of the reasons for its growing popularity is its perceived potential for generating more objective assessments of employee performance (Atwater, Waldman and Brett, 2002;Boice and Kleiner, 1997) particularly when compared to the constraints of one-way feedback that characterises organisational practice (Garavan, Morley and Flynn, 1997). Mount and Judge (1998) characterise 360-degree feedback systems as an evaluation of an individual's performance by multiple raters from multiple levels in the organisation.…”

360‐degree feedback with systematic coaching: Empirical analysis suggests a winning combination

“…In other words, achieving the reduced perceptual discrepancies is not an end in itself; just as important is the positive impact it can have on personal and employee outcomes (Hollenbeck, 1989;Phillips, Hollenbeck, & Ilgen, 1996). Thus, managerial behaviors and actions improved through the self-awareness coaching intervention should not only be recognized by others (discrepancy reduction), but should also result in improved attitudes of the target managers themselves-since they became aware of the facts, learned how to evaluate them, and developed effective behavioral responses-and better attitudes of their employees -since, due to the change in managerial behaviors and actions, they operate under more effective managers and thus have a favorable attitudinal reaction (Atwater, Waldman, Atwater, & Cartier, 2000;Atwater et al, 2002;Tsui & Ashford, 1994).…”

“…As managerial jobs become more complex and multidimensional (London & Beatty, 1993;Varma, Beatty, Schneier, & Ulrich, 1999), organizations are increasingly implementing high-performance work practices such as 360-degree feedback interventions in hopes of improving workplace attitudes and performance (Atwater, Waldman, & Brett, 2002;London, 1997;London & Smither, 1995;Tornow & London, 1998). A very recent large survey found that about one in five firms currently use 360s (Armour, 2003).…”

Peer group reflection helps clinical teachers to critically reflect on their teaching

“…Various authors have pointed out that merely reading an analysis of ratings by students or being aware of weaknesses does not automatically incite teachers to reflect on and look for ways to improve their teaching practice (Atwater et al 2002;Seifert et al 2003;Smither et al 2005). Moreover, there is evidence that unfacilitated feedback can cause negative emotional reactions, like denial and defensiveness, which can even raise barriers to reflection (DeNisi & Kluger 2000;Sargeant et al 2008;Overeem et al 2009) and behavioural change (Sargeant et al 2008).…”