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Feedback 

Background

“Information provided to a team to guide its activities” (Handke et al. 2022 p. 42).

 Feedback helps team members identify areas for improvement and reinforce effective behaviors.

Signs that indicate a team might benefit from a feedback intervention include poor communication, low motivation, role ambiguity, or unresolved conflicts. Additionally, teams that struggle with strategy development, goal setting, or task coordination could improve with feedback.

Relevant Readings

  • Gabelica, C., Bossche, P. V. D., Segers, M., & Gijselaers, W. (2012). Feedback, a powerful lever in teams: A review. Educational Research Review, 7(2), 123–144. https://doi.org/10.1016/j.edurev.2011.11.003
    • Gabelica et al. (2012) review the literature and summarize findings from 59 studies on feedback in teams. They analyze the effects of feedback interventions on team performance, processes, and states.
  • Gabelica, C., Van Den Bossche, P., De Maeyer, S., Segers, M., & Gijselaers, W. (2014). The effect of team feedback and guided reflexivity on team performance change. Learning and Instruction, 34, 86–96. https://doi.org/10.1016/j.learninstruc.2014.09.001
    • Gabelica et al. (2014) examine whether combining feedback with guided reflexivity helps teams learn complex tasks faster. It also looks at the rate at which teams improve with feedback and whether guided reflexivity leads to better performance.
  • Handke, L., Klonek, F., O’Neill, T. A., & Kerschreiter, R. (2022). Unpacking the role of feedback in virtual team effectiveness. Small Group Research, 53(1), 41–87. https://doi.org/10.1177/10464964211057116
    • Handke et al. (2022) identify 59 studies on feedback characteristics and their impact on virtual team effectiveness. They explore how feedback content, source, and level affect virtual team outcomes.
  • Sánchez, J., Zornoza, A., Orengo, V., Peñarroja, V., & Chamakiotis, P. (2018). Team feedback intervention and team learning in virtual teams: A moderated mediation model of team cohesion and personality. In D. Kreps, C. Ess, L. Leenen, & K. Kimppa (Eds.), This Changes Everything – ICT and Climate Change: What Can We Do? (Vol. 537, pp. 136–148). Springer International Publishing. https://doi.org/10.1007/978-3-319-99605-9_10
    • Sánchez et al. (2018) investigate a model where team personality moderates the impact of team feedback on team learning through cohesion in virtual teams.
  • Sheridan, P., El Gammal, L., Phillips, J., Evans, G., & Reeve, D. (2013). A team-effectiveness inventory for guided reflection and feedback. 2013 ASEE Annual Conference & Exposition Proceedings, 23.122.1-23.122.13. https://doi.org/10.18260/1-2--19136
    • Sheridan et al. (2013) discuss a Team-effectiveness Inventory (TEI) for students. Students use it to assess their team competencies. The TEI is refined from 27 to 18 competencies based on student feedback to improve the tool's utility and reduce completion time.