Feedback is a dynamic process between target setting and individual responses to goal achievement (performance). The target is the criteria by which individuals evaluate their own performance, while feedback tells people how these standards are met, where they are well done and where they need to be improved, and feedback provides a summary of the targeted implementation process. Feedback provides staff or others with information on the output or level of performance of staff. As a result of the feedback, individuals can link their actual rewards to those expected on the basis of factual performance. This comparison will affect changes in the level of commitment to the target。
Feedback is expressed in two ways: in the form of information and in the way of control. Feedback in the form of information does not emphasize external requirements and constraints, but only tells how the tested mission was accomplished, which suggests that it is tried to control its own behaviour and activities. This approach thus strengthens the recipient's sense of internal control. Feedback on control modalities emphasizes external requirements and expectations, such as informing him of the criteria and levels that he has to meet. It gives the test a sense of external control - his actions or activities are controlled by outsiders. The expression of positive feedback in the form of information strengthens the internal motivation for the experiment and gives positive feedback to the test information for the task that needs to be creative and enables the test to best fulfil its mandate。
According to a study of the theory of achievement objectives, the understanding and choices of the objectives of the work varied from one staff member to another in the context of achievement. Some individuals have targeted the acquisition of work skills and the enhancement of working competencies, which is targeted (mastery goal orientation), while others have targeted the performance of specific tasks, surpassing other members of the organization or circumventing certain negative consequences, which is performance orientation. These two different target-oriented individuals have different understandings of the same events and have different psychological motives. For example, studies dedicated to the perception of the meaning of feedback by d1 vandewalle show that performance targeters see feedback as an assessment of individual values and levels of competence, that negative feedback is undoubtedly a severe blow to them and that they may refuse to seek feedback out of fear of exposing themselves to deficiencies, and that those who are targeted see feedback as a way to make progress, correct mistakes and try to solve problems in many ways. They are concerned about the informative value of feedback to improve performance and are therefore more willing to seek feedback than the former。
Based on the interpretation of the goal of achievement theory, staff with targeted goals believe that the meaning of success lies in mastering and transcending themselves, with a focus on the best ways to improve their work capacity and acquire skills, and a preference for challenging job assignments; when faced with failure, they usually attribute the cause to external and unstable factors such as the inadequacy of the current working methods approach to the task, or the lack of effort, or opportunities and luck. This often allows for a positive mood and an effective application of in-depth processing strategies that focus on current activities and work tirelessly to demonstrate a model of motivation for positive adaptation. In addition, it is generally considered that the ownership of objectives is more likely than the performance objectives to give rise to the underlying motivations of staff。
Staff members whose performance objectives are targeted regard the situation of achievement as a test and measurement of their abilities, focusing on the results of others ' evaluations and social comparisons, and whose motivational response patterns are regulated by staff's perception of competencies and self-effectiveness. Scientists who are self-conscious and self-effective tend to choose challenging tasks and display behaviour similar to the above-mentioned pattern of target-taking; scientists who are not confident in their abilities and who are less self-effective tend to choose easier or more difficult scientific tasks, who tend to make low-capacity self-evaluations in the face of failure, whose self-esteem is threatened, and who lead to negative feelings of anxiety, fatigue and shame, thereby abandoning efforts and demonstrating what psychologically termed a motivational model of "learned helplessness". Staff members in this motivational situation are extremely underperforming and emotional and should be given attention and timely reconciliation by the respective managers。
According to c1s1dweck1, the target orientation is similar to the character of the person and is a basic quality of the individual, but also influenced by circumstances. If the organizational context places greater emphasis on performance relative to that of others or on competition, those who have a target orientation may also shift to a performance orientation. Further research into the theory of achievement goals has also shown that ownership of goals and performance goals is not a simple relationship, that an organic combination can be achieved between the two, and that the most effective motivation is that
Not only is there a desire for knowledge and empowerment, but also an expectation of a certain level of achievement。
