PurposeududTo explore the perceived usefulness to participants of a particular 360 degree leadership survey process to assist an understanding of how ratees receive and respond to360 degree feedback. ududMethodologyududThe study included a sample of eight new and emergent leaders at one university in Australia who had completed a 360 degree feedback survey. Through semi-structured interviews, they were asked to report on their learning as a result of undertaking the 360 exercise. A constant comparison method of data analysis was used to analyse the participants’ responses. ududFindingsududThe research study found from the group undertaking the 360 degree feedback process that, in equal proportion, participants reported receiving (i) no surprising feedback but reinforcement and affirmation, and (ii) new insights, with developmental strategies identified to effect change as a result of feedback. The paper argues, from findings of the literature and the study, the importance of a measure of institutional support for the feedback process including sound facilitation. The results of the semi-structured conversations held with the small sample attested to the importance of self-efficacy (belief of capacity to learn and develop) on the part of ratees to act on feedback gained, and of the organisation’s role in assisting self-efficacy in 360 programs. The findings support an incremental theory approach in that participants saw the feedback exercise as an opportunity to improve their capabilities and pursue learning goals over time by acting on development items suggested by the feedback. It is posited that support received by participants in undertaking the feedback activity as part of a program of development contributed to the positive response. The paper concludes by providing some guidelines for conducting effective 360 feedback discussions.ududOriginality/value of paperududThere is a reasonable body of literature about 360 degree feedback processes from a theoretical standpoint. This qualitative study addresses a relative gap in the literature to explore how participants describe their experience of undertaking a facilitated 360 degree feedback exercise, including whether they gained new knowledge, or no new knowledge. The paper also suggests some principles that might be employed in facilitating 360 feedback to maximise benefit from the process.
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机译：目的 ud ud探索特定360度领导力调查过程对参与者的感知有用性，以帮助理解费率如何接收和响应360度反馈。 ud udMethodology ud ud研究包括来自澳大利亚一所大学的八位新出现的领导者样本，他们完成了360度反馈调查。通过半结构化访谈，他们被要求报告进行360练习后的学习情况。数据分析的持续比较方法用于分析参与者的反应。 ud udFindings ud ud这项研究从接受360度反馈的小组中发现，参与者报告的参与者（i）没有令人惊讶的反馈，但得到了肯定和肯定，以及（ii）具有发展策略的新见解。确定由于反馈而导致更改。本文从文献和研究结果中指出，对包括声音便利化在内的反馈过程提供制度支持的措施的重要性。与小样本进行的半结构化对话的结果证明，对于要根据获得的反馈采取行动的比率，自我效能（学习和发展能力的信念）的重要性，以及该组织在协助自我评估中的作用360个程序的功效。这些发现支持渐进式理论方法，因为参与者将反馈练习视为通过对反馈建议的发展项目采取行动来逐步提高自己的能力并追求学习目标的机会。可以肯定的是，参加者在开展反馈活动中的支持作为发展计划的一部分，有助于积极响应。本文通过提供一些指导进行有效的360度反馈讨论而结束。 ud ud论文的原始性/价值 ud ud从理论的角度来看，关于360度反馈过程的文献较为合理。这项定性研究解决了文献中的一个相对空白，以探讨参与者如何描述他们进行便利的360度反馈练习的经验，包括他们是否获得了新知识或没有新知识。本文还提出了一些原则，可用于促进360反馈以从流程中获得最大收益。
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