The effects of feedback on willingness to learn and the propensity to move of employees and students

Abstract

In today’s world, there is immense competitive pressure for qualified workers. Companies are trying to increase their employees’ loyalty and thus reduce their willingness to change their jobs. At the same time, the labor market is subject to constant change. Therefore, the acquisition of knowledge and the expansion of competencies are increasingly important today. Feedback is considered one of the most common means of promoting employee performance. However, it remains unclear in the current literature what impact feedback has on employee retention and fostering a willingness to learn. Using a correlative cross sectional design with a sample of N = 186 employees and students, this study examines whether feedback is a useful tool to increase the willingness to learn and to reduce the propensity to move in terms of changing jobs or degree programs. The study includes feedback from superiors as well as from colleagues. Subsequent, the study examines the influence of self-efficacy. Using statistical analysis methods the researchers demonstrate a relationship between feedback from colleagues and willingness to learn. Self-efficacy mediates this relationship. Likewise, the analysis shows a relationship between feedback from superiors and the willingness to learn, whereby self-efficacy works as a mediator. No significant result could be demonstrated for the propensity to move.