Lifted Up or Feet on the Ground? How Leader Emotional Balancing Moderates the Effect of Developmental Feedback on Employee Learning

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dc.contributor.advisorSeo, Myeong-Guen_US
dc.contributor.authorGuo, Siyanen_US
dc.contributor.departmentBusiness and Management: Management & Organizationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2022-09-16T05:37:06Z
dc.date.available2022-09-16T05:37:06Z
dc.date.issued2022en_US
dc.description.abstractLeaders expect their developmental feedback to help employees develop skills and improve performance, yet the effect of developmental feedback on learning remains unclear. In this dissertation, the concept of developmental feedback (DFB) is extended to include two dimensions, gap identification and gap elimination. I focus on the affective mechanisms underlying the DFB – learning relationship and identify trade-offs in each of the DFB dimensions. I argue that while gap elimination elicits employee positive affect (PA) that facilitates learning via increased learning self-efficacy, it undermines learning via PA and decreased learning need recognition. In addition, gap identification induces employee negative affect (NA) that works in the opposite way. Emotional balancing, or leaders’ dynamic engagement in both affect improving and affect worsening behaviors, is proposed to attenuate the negative mechanisms. I conducted a pilot study in the field to develop measures for the two DFB dimensions, followed by a three-wave, multisource field study to test my theoretical model at the between-person level, and a daily dairy field study to test the model at the within-person level. The findings largely support my proposed model. The results indicate that gap identification positively predicts employee NA, while gap elimination predicts PA. Gap identification is positively associated with learning via employee learning need recognition, but negatively predicts learning via employee NA and learning self-efficacy. I also find that gap elimination positively predicts learning through PA and improved employee self-efficacy in learning. Importantly, the results demonstrate the beneficial effects of emotional balancing, which significantly moderates the effects of PA and NA. Taken together, these findings indicate that receiving DFB is a highly emotional experience that creates a tension between feeling uplifted and keeping feet on the ground, and leaders can use emotional balancing to manage employee affect to achieve better learning outcomes.en_US
dc.identifierhttps://doi.org/10.13016/s01w-1sgf
dc.identifier.urihttp://hdl.handle.net/1903/29167
dc.language.isoenen_US
dc.subject.pqcontrolledOrganizational behavioren_US
dc.subject.pqcontrolledManagementen_US
dc.subject.pquncontrolledAffecten_US
dc.subject.pquncontrolledDevelopmental Feedbacken_US
dc.subject.pquncontrolledEmotion Regulationen_US
dc.subject.pquncontrolledEmotional Balancingen_US
dc.subject.pquncontrolledLeadershipen_US
dc.subject.pquncontrolledLearningen_US
dc.titleLifted Up or Feet on the Ground? How Leader Emotional Balancing Moderates the Effect of Developmental Feedback on Employee Learningen_US
dc.typeDissertationen_US

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