The initial hypothesis for our study is that individual reactions to feedback differ depending on personal characteristics. This means that applying the same strategy for the feedback process across the board to all team members will not lead to optimal results.
In our study, which we ran in a workshop on assessment and development (A&D) in an MBA program, we examined the peer feedback process among 285 students who were members of learning groups. We asked them to evaluate their leadership abilities at two different points in time, four months apart. This longitudinal method is an effective, constructive tool for detecting changes that may occur over time, and for studying causal links between various factors.
Our aim was to explain the diverse individual reactions to feedback, analyzing the process that people use to align themselves with specific objectives or standards in terms of behaviors and self-conceptions. We based our research on the regulatory focus theory, which holds that individuals set goals, assess the progress they make toward achieving them, and then adapt their behavior to bridge the gap between their actual state and their goals. Through this lens, we can distinguish between two types of people. Promotion-focused individuals have a need to grow, and they are more interested in attaining ideal goals. Instead, prevention-focused individuals want security; they are more concerned with avoiding undesired circumstances, and show a high degree of vigilance to ensure their safety and avoid losses.
In an attempt to investigate the impact of this process on leadership skills in teams, we adopted the functional approach developed by McGrath, which posits that leadership is a social activity whose aim is problem solving. We relied on this model, conceptualizing leadership as a system of actions encouraged by the leader that serve to give direction, motivation and support to other team members.
We discovered that regulatory focus has a moderating effect on satisfaction with the feedback process and on improving leadership. Specifically, this is what we found:
- Promotion-focused individuals gave themselves a higher score and got better peer ratings compared to their prevention-focused peers; they were equally satisfied by positive or negative feedback, but improved their leadership ratings after receiving positive feedback (high peer ratings).
- Prevention-focused individuals, in contrast, expressed satisfaction only when they got positive feedback, while their leadership skills showed no improvement regardless of the kind of feedback they received.