Promotion Or Oriented Feedback Recognizing Desirable Or Corr

Promotion Oriented Feedbackrecognizing Desirable Or Correct Behavior

Promotion-oriented feedback (recognizing desirable or correct behaviors) Change-oriented feedback (identifying errors or undesirable behavior) Instructions: Correctly classify the different types of feedback while observing the coaching episode.

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In the context of coaching and performance management, feedback plays a crucial role in shaping behavior and improving overall performance. The feedback can generally be categorized into two types: promotion-oriented feedback and change-oriented feedback. Promotion-oriented feedback focuses on recognizing and reinforcing desirable or correct behaviors, thereby motivating individuals to continue their positive actions. Conversely, change-oriented feedback aims to identify errors or undesirable behaviors with the intention of correcting and improving future performance.

Promotion-oriented feedback is rooted in the positive reinforcement theory, which holds that individuals are motivated to repeat behaviors that are rewarded or acknowledged. This type of feedback emphasizes what the individual is doing well, highlighting specific behaviors that meet or exceed expectations. For instance, commendations like "Your presentation was clear and engaging" or "You effectively collaborated with team members" serve to reinforce desirable behaviors. Such feedback boosts self-efficacy and confidence, leading to increased motivation and sustained performance, which is supported by Bandura’s Social Cognitive Theory (Bandura, 1986).

On the other hand, change-oriented feedback is primarily corrective in nature. Its purpose is to identify specific behaviors that are ineffective or counterproductive, providing guidance for improvement. This type of feedback often involves constructive criticism and suggestions for change. For example, "Your report lacked data analysis, which could improve the insights" or "During the discussion, your responses were sometimes off-topic" are statements that indicate areas needing improvement. While such feedback may be perceived as negative, when delivered appropriately, it can significantly enhance learning and development by clarifying expectations and addressing gaps (Kluger & DeNisi, 1996).

Effective coaching episodes often involve a balance between these two types of feedback. Promotion-oriented feedback helps build confidence, reinforce best practices, and sustain motivation, while change-oriented feedback provides essential information to correct errors and develop new skills. Research by Hattie and Timperley (2007) emphasizes the importance of timely, specific, and constructive feedback in the learning process, which involves identifying what has been done well and pinpointing areas for improvement.

To classify feedback accurately during a coaching episode, one must observe the coach’s statements and recognition patterns. If the feedback highlights specific behaviors that are correct and effective, it is promotion-oriented. For example, “You did a great job maintaining eye contact and engaging your audience,” demonstrates acknowledgment of correct behavior. Conversely, if the feedback points out behaviors that require correction, such as “Next time, try to slow down your speech to improve clarity,” then it is change-oriented.

In practical applications, effective coaches use a combination of both feedback types to promote continuous improvement. They recognize achievements to motivate individuals and simultaneously provide constructive suggestions aimed at development. Research indicates that over-reliance on either type can be detrimental; excessive praise without correction may lead to complacency, while predominantly corrective feedback can demotivate (Deci & Ryan, 2000). Therefore, skilled coaching involves integrating positive reinforcement with constructive criticism in a manner that fosters growth and maintains motivation.

In conclusion, the classification of feedback into promotion-oriented and change-oriented is essential for understanding effective coaching practices. Promotion-oriented feedback reinforces desirable behaviors, boosting confidence and motivation, while change-oriented feedback identifies areas for improvement, guiding individuals toward skill development. Observing and correctly classifying these types during coaching episodes can enhance the quality of the feedback process, leading to better learning outcomes and improved performance.

References

• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.