Manuel London

Does 360-degree Feedback Work in Different Industries? A Between-Industry Comparison of the Reliability and Validity of Multi-source Performance Ratings.

In order to determine the usefulness of multi‐source rating in different types of organizations, this study explored differences among organization types in four areas: leniency, interrater agreement, relationships between these ratings and effectiveness, and the relationship between agreement and effectiveness. Used self, subordinate, peer, and supervisor ratings for 1,080 target managers in six types of organizations: education, military, government, manufacturing, finance, and health. Interrater agreement was measured in three ways: an index of variance, a point‐difference categorization method, and categories of self‐other agreement. Results indicated that a leniency bias was present in educational institutions, after controlling for demographic characteristics. Interrater agreement was lowest in government agencies and highest in education and manufacturing organizations. In private sector organizations, more poor‐performing managers tended to over‐estimate their performance relative to the perceptions of others. Interrater agreement was positively related to effectiveness especially in education and finance organizations. Results suggest that multi‐source feedback may work differently in different types of organizations, and such differences may need to be taken into account by researchers, practitioners, and feedback recipients.

Giving feedback: Source-centered antecedents and consequences of constructive and destructive feedback

Abstract This article articulates the process of giving feedback. It argues that the sources perceptions and reactions to the recipients performance depend on whether the relationship between the source and recipient focuses on control, rewards, or affiliation. Structural characteristics of the relationship and the sources needs determine what role dominates. The dominant role together with the sources self-esteem and self-control affect whether the feedback is constructive or destructive. New directions for feedback research and practice are considered.

Continuous learning in organizations: a living systems analysis of individual, group, and organization learning

Students of organizations are beginning to recognize the importance of continuous learning in organizations, but to date the concept is not well understood, particularly in terms of how the learning of individuals is related to the learning that takes place in groups, which is related to the learning that occurs in organizations (and all other combinations). To further our understanding, we offer the idea of continuous learning in organizations from a living systems perspective. We view individuals, groups, and organizations as living systems nested in a hierarchy. We propose that living systems can learn in three ways: they can adapt, they can generate, and they can transform. Learning triggers from the environment spark learning, and this relationship is moderated by the systems readiness to learn. Readiness to learn is a function of the permeability of the systems boundaries, the systems stage of development, and the systems meta-systems perspective. Additional research questions are presented to explore learning flow between levels and to determine how the match between one systems pressure for change and another systems readiness to learn affects the emergence of adaptive, generative, and transformative learning. In addition, research questions are offered as a means to test these ideas and build grounded theory. Finally, using this model, the chapter presents three case studies and suggests diagnostic questions to analyze and facilitate continuous learning from a multi-level perspective.

Interpersonal insight in organizations: Cognitive models for human resource development

Abstract This article draws on research and theory on social information processing to understand how people learn about themselves and others in organizations. Interpersonal insight stems from four key components of cognition: receiving performance feedback, categorizing the information, attributing cause, and re-evaluating perceptions of oneself and others. The article examines how this process can be applied to self-insight and insight into one-on-one relationships, group dynamics, and negotiations. Implications for research and practice in human resource development are discussed.

Leading Generative Groups A Conceptual Model

This article presents a conceptual model of leadership in generative groups. Generative groups have diverse team members who are expected to develop innovative solutions to complex, unstructured problems. The challenge for leaders of generative groups is to balance (a) establishing shared goals with recognizing members’ vested interests, (b) maintaining control with empowering members, (c) encouraging exploration with conceptualizing meaning, and (d) taking action with making time for reflection. Propositions suggest how members’ metacognitive skills, member diversity, and electronic modes of interaction influence leadership strategies to maintain balance, develop elements of group-level social cognition, and produce generative outcomes. The article concludes with directions for research and practice.

Continuous learning about continuous learning: clarifying and expanding a multi-level, living system's analysis

In this response to Day and Tate (this volume) and Markham, Groesbeck, and Swan (this volume), we clarify the concept of continuous learning from a living systems perspective and address the evolution of adaptive, generative, and transformative learning. Further, we assert that a systems drive for homeostasis is actually a fluid, continuous learning process that may vary in the rate and direction of change. Environmental triggers, readiness for learning, and feedback provide leverage points for change and learning within and across individual, group, and organizational systems. Future research is needed to identify and study the effects of these leverage points on systems’ adaptive, generative, and transformative learning.

Tight coupling in high performing teams

Abstract This article considers the development of work groups that need to be tightly coupled—that is, have highly sychronized performance that is achieved over time as the team and its leader work together. Such groups impose demands for coordination and learning as the team develops. The article argues that tight coupling and self-reinforcing cycles of continuous improvement occur when learning modes and communication patterns match task requirements at various transition points in the groups evolution and when process intensity matches situational demands and task interdependencies. Implications for research, human resource development, and group facilitation are discussed.

Human Resource Development and Organizational Transformation

Human resource functions, such as selection, placement, and compensation, are essential ingredients to organizational success. Human resource development in relation to changing demands is vital for organizational growth. Employees and managers need to understand how their competencies match the organizations requirements and what competencies need to be strengthened (or new competencies acquired) to succeed in the future. Thus, individual and organization development support each other. Individual development contributes to maximizing the organizations capabilities, and changing organizational opportunities provide direction for individual development.