Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-23T07:34:52.079Z Has data issue: false hasContentIssue false
  • English
  • Français

Radical candor: Creating a feedback culture based on learner care and empowerment

Published online by Cambridge University Press:  08 February 2021

Tago L. Mharapara Open the ORCID record for Tago L. Mharapara [Opens in a new window]  and
Nimbus A. Staniland
Tago L. Mharapara*
Affiliation:
Auckland University of Technology
Nimbus A. Staniland
Affiliation:
Auckland University of Technology
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 13 , Issue 4 , December 2020 , pp. 536 - 539
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Psychology Press.CrossRefGoogle Scholar
Buissink, N., Diamond, P., Hallas, J., Swann, J., & Sciascia, A. D. (2017). Challenging a measured university from an indigenous perspective: Placing ‘manaaki’ at the heart of our professional development programme. Higher Education Research & Development, 36(3), 569–582. doi: 10/gdcc57 CrossRefGoogle Scholar
Dell, K., Staniland, N. A., & Nicholson, A. (2018). Economy of mana: Where to next? MAI Journal: A New Zealand Journal of Indigenous Scholarship, 7(1). doi: 10.20507/MAIJournal.2018.7.1.5 CrossRefGoogle Scholar
Kath, L., Salter, N., Bachiochi, P., Brown, K., & Hebl, M. (2021). Teaching I-O psychology to undergraduate students: Do we practice what we preach? Industrial and Organizational Psychology: Perspectives on Science and Practice, 13(4), 443–460 Google Scholar
Richardson, B. K. (2004). Feedback. Academic Emergency Medicine, 11(12), 1283–1285.CrossRefGoogle ScholarPubMed
Scott, K. (2018). Radical candor: How to get what you want by saying what you mean. Pan MacMillan.Google Scholar
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.CrossRefGoogle Scholar
Taylor, S. N., & Bright, D. S. (2011). Open-mindedness and defensiveness in multisource feedback processes: A conceptual framework. Journal of Applied Behavioral Science, 47(4), 432–460.CrossRefGoogle Scholar