Individual differences in feedback propensities and training performance

Abstract Noting the relative scarcity of research on the role of individual differences (other than abilities) in determining training outcomes, this paper proposes how new developments in individual differences research may be used for such purposes. The paper reviews recent developments in identifying external and internal feedback propensities and how these may yield different interactions between the individual trainee and the training setting. Seven propositions are developed to guide research on such interactions and results from two studies are reviewed for suggestive support for some of these propositions. The paper concludes with a discussion of how such research may advance our understanding of the design and delivery of training, as well as other areas that use performance feedback as a central construct.

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