360-Degree Feedback on Management Skills and Leadership Development

‘Feedback of any nature is really vital for initiating improvements’ (Mandal, 2002). 360-degree feedback is a combination of giving feedback and evaluating performance in its unique character (Mandal, 2002). Since the last decade, the 360-degree appraisal system has attracted the attention of the Human Resources method (Cemal, I, 2016). The process has been vastly used by many organizations and the popularity of the approach has been increasing year by year (Waldman and Atwater, 1998). The effectiveness of the 360-degree feedback procedure as a development instrument is rightly proven and accepted by experts. However, the efficiency of the method in evaluating performance is not totally clarified (Tyson and Ward, 2004).

360-degree feedback is also known as full-circle appraisal, multi-rater feedback, multi-source feedback, upwards feedback, group performance review, 360-degree appraisal, 540-degree feedback, all-round feedback, and peer appraisal and all these terms convey the same meaning (Ward 2004). 360-degree feedback method is a process which involves collecting perceptions about a person’s behaviour and the impact of that behaviour from the person’s boss or bosses, direct reports, colleagues, fellow members of project teams, internal and external customers, and suppliers (Lepsinger and Lucia, 1997). It has also been acknowledged that most multi-source feedback techniques have been used with a development emphasis and that multi-rater feedback practices provide the best results when they are utilized for development rather than performance ratings (Fletcher, 2001).

As a term, 360-degree feedback also known as a multi-source assessment is a process in which someone’s performance is assessed and feedback is given by a number of people who may include their manager, subordinates, colleagues and customers this is the most common approach and is more properly described as 180-degree feedback (Armstrong, 2009)

Information gathered can be divided into three groups such as style, knowledge and individual’s skills Lepsinger and Lucia (1997).  Further, Ward (2004) introduces two types of feedback results which are expected and unexpected results. Expected information from the raters will define under two headings such as ‘developmental areas’ and ‘strengths’. Developmental areas include the attitudes the raters find improvement necessary. Strengths represent the powerful sides of the appraisee which are evaluated by the rater. When the ratee receives feedback on how he or she is seen by the rater and is surprised by these results, it is called unexpected information. The steps which are followed during 360-degree feedback implementation may differ from one organization to another according to its structure and employee profile (Ward, 2004). Another possible method for gathering the feedback is questionnaires. Questionnaires are designed in order to gather information about measurable aspects of a work of an employee by Likert scales or different scoring methods (Dewing, 2004).

The validity and reliability of multi-source feedback are defined as problematic topics. It is advocated that increasing the number and variety of feedback sources meant enhanced fairness and objectivity (Carter, 2005,). However, Fletcher declares that ‘The notion that, because 360-degree feedback involves more sources of evaluation than a conventional appraisal, it is somehow more objective and accurate is difficult to support’ (Fletcher, 2001).

 

Video 01 - 360 Degree Feedback in a Nutshell

Source - Micro-Learning Bites | Academy to Innovate HR

 

The video (video 01) gives a snapshot of 360-degree feedback also called multi-rater or multi-source feedback. 36-degree feedback is s instrument to get the performance rating and feedback from subordinates, peers, customers, suppliers & supervisors. Further, the speaker talks about the scientific-based pros and cons of using 360-degree feedback. It also touches on the advantages and disadvantages of the 360-degree feedback method.

References:

• Armstrong, M., 2009, "Handbook of HRM Practice", 11th edition, Kogan Page, USA

• Carter, A., 2005, "360 Degree Feedback": Beyond the Spin. Brighton: Institute for Employment Studies

• Cemal, I,. 2016, "Is 360 Degree Feedback Appraisal an Effective Performance Evaluation", Way of International Journal of Academic Research in Business and Social Sciences May 2016, Vol. 6, No. 5

• Dewing, J., 2004, "An account of 360 degree review as part of a practice development strategy", Practice Development in Health Care. 3(4). pp.193-209

• Fletcher, C., 2001, "Performance appraisal management": the developing research agenda. Journal of Occupational and Organisational Psychology, 74, p.473-87

• Lepsinger, R., & Lucia, A. D., 1997, "The Art and Science of 360 Degree Feedback", San Francisco, CA: Pfeiffer/ Jossey-Bass

• Mandal, T. K., 2002, "360 Degree Feedback System" An Experience of Follow up through a Dip Stick Study, In Rao, T. V., Mahapatra, G., Rao, R., & Chawla, N., 360 Degree Feedback. New Delhi: p.36

• Micro-Learning Bites | Academy to Innovate HR – “360 Degree Feedback in a Nutshell”, online video viewed on 27^th November 2022 – (https://www.youtube.com/watch?v=MaT4weXbezw)

• Tyson, S., & Ward, P., 2004, "The Use of 360 Degree Feedback Technique in the Evaluation of Management Development", Management Learning, 35(2), p.205–23

• Waldman, D. A., & Atwater, L. A., 1998, "The power of 360-degree feedback", How to leverage performance evaluations for top productivity. Houston, TX: Gulf

• Ward, P., 2004, "360 Degree Feedback" Mumbai: Jaico Publishing House