Communication comes in a wide variety of forms, and for any organization many of these forms are vital for effectiveness, growth, and success. None may be more important than feedback response. Scholars contend this is an essential component of learning for employees of any organization as they go through the process of acclimation and performance development (Kuchinke, 2000; McCarthy and Garavan, 2006). Employees are the most valuable asset of an organization and the key to success (van der Rijt et al., 2012). Since employees are such a valuable asset, it would stand to reason the learning process employees go through would be equally as vital for the organization. Leaders at all levels through organizational structure are becoming increasingly more aware of this reality and are being challenged to facilitate a stronger learning process through feedback response (Mulder & Ellinger, 2013, p. 5). As employees are being challenged to be lifelong learners and participate in learning activities focused on their increased development, their knowledge base, skill set, and effectiveness increase for betterment of the individual as well as the organization (Mulder & Ellinger, 2013, p. 5).
Central to this process is receiving clear and concise feedback on performance. Feedback in a central tool to foster employee learning and development that is enhancing employee performance (Ericsson, 2009). Research has shown that feedback has a positive influence on the process of learning, increasing morale, information retention, growth buy-in, and enthusiasm for learning (Skule, 2004). If employees are enthusiastic about learning, they will be enthusiastic about their job performance, which will lead to success and growth for the organization; made possible through effective feedback communication.
Ericsson, K. A. (Ed.). (2009). Development of Professional Expertise: Toward Measurement of Expert Performance and Design of Optimal Learning Environments (1 edition). New York: Cambridge University Press.
Kuchinke, K. P. (2000). The role of feedback in management training settings. Human Resource Development Quarterly, 11(4), 381–401. http://doi.org/10.1002/1532-1096(200024)11:4<381::AID-HRDQ5>3.0.CO;2-3
McCarthy, A., & Garavan, T. (2006). Postfeedback development perceptions: Applying the theory of planned behavior. Human Resource Development Quarterly, 17(3), 245–267. http://doi.org/10.1002/hrdq.1173
Mulder, R. H., & Ellinger, A. D. (2013). Perceptions of quality of feedback in organizations. European Journal of Training and Development, 37(1), 4–23. http://doi.org/10.1108/03090591311293266
Skule, S. (2004). Learning Conditions at Work: A Framework to Understand and Assess Informal Learning in the Workplace. http://doi.org/10.1111/j.1360-3736.2004.00192.x
Van der Rijt, J., van de Wiel, M. W. J., Van den Bossche, P., Segers, M. S. R., & Gijselaers, W. H. (2012). Contextual antecedents of informal feedback in the workplace. Human Resource Development Quarterly, 23(2), 233–257. http://doi.org/10.1002/hrdq.21129