The What and How of Positive Feedback: A Review and Experimental Study of Positive Feedback “Best Practices”

Purpose: The purpose of the present study is to review and specifically examine the untested but common recommendation that leaders should give more effective positive feedback that is specific and mindful of nonverbal delivery. Study Design/Methodology/Approach: We used a dyadic interaction study where designated “leaders” interact with a “subordinate” in an idea generation and evaluation task. Leaders ( n = 90) first received brief training in delivering positive feedback, and their subsequent feedback behavior during the dyadic interaction was coded for frequency, specificity, and both verbal and nonverbal affective delivery. Key dependent variables were subordinate affective reactions, perceptions of the leader, and subsequent task motivation. Findings: Frequency of leader positive feedback had significant positive impact on subordinate perceptions of the leader, but no impact on subordinate positive affect or task motivation. Positive feedback specificity and affective delivery, however, had no impact on subordinate affect, perceptions of the leader, or task motivation. Training effects were also observed – leaders were able to increase the specificity of their feedback, but were not able to modulate their affective delivery. Originality/Value: The design of the study allowed us to identify the leader positive feedback behaviors that were trainable and had the most impact on subordinates in terms of positive affect, perceptions of the leader, and subsequent task effort. We discuss the implications of these effects for positive feedback theory and application and commonly assumed “best practices.”