Teaching Nice People to Hate Managing: The Impact of Non-anonymous Peer Review on Student Confidence at Reviewing

Document Type

Article

Department or Administrative Unit

Management

Publication Date

Winter 2015

Abstract

Non-anonymous performance reviewing is a critical skill for management and teamwork. We aimed to clarify the relationship between this experience, personality (using the Big Five personality scale), and change in efficacy towards giving direct feedback (ΔETGDF). University students in the intervention section of a matched pair of courses were tasked with providing non-anonymous evaluations of peer work impacting the targets grade over a series of assignments. ΔETGDF was positively related to conscientiousness and openness, but inversely to agreeableness. An interaction effect was observed where giving non-anonymous feedback reduced ΔETGDF in high agreeableness individuals, while increasing it in high conscientious individuals. This study reveals important relationships between personality, a students experience providing feedback to others, and the confidence towards providing it in the future.

Comments

This article was originally published in Journal of the Academy of Business Education. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Journal

Journal of the Academy of Business Education

Rights

© 2015 by the Academy of Business Education.

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