City Research Online

Abstract

Objectives: The FeedForward Interview (FFI) is a means of structuring conversations (Kluger & Nir, 2006), such as performance appraisals, or indeed coaching in organisations. Conceptually situated in a positive psychological paradigm, FFI techniques build on appreciative inquiry (Cooperrider & Srivastva, 1987), positive psychology (Seligman & Csikszentmihalyi, 2002) and Feedback Intervention Theory (Kluger & DeNisi, 1996). The objective of this research was to investigate how FFI affects individual outcomes compared to traditional feedback as part of a coaching session.

Design: We conducted a quasi-experimental longitudinal study allocating 54 participants randomly to either a FFI or Feedback-based coaching intervention.

Methods: We measured self-efficacy, mood and strengths-confidence as well goal attainment before and after each intervention.

Results: Self-efficacy significantly increased following FFI compared to feedback; participants were more likely to obtain their goals in the FFI condition. There were no significant differences for mood; and no main effects for strengths-knowledge but a significant interaction by treatment condition.

Conclusions: The results indicate that FFI appears a valid intervention to facilitate positive psychological change as part of a coaching session. We discuss the potential for further research including the evaluation of transfer of learning arising from FFI in experimental paradigms as well as behavioural observations.

Publication Type:	Article
Additional Information:	This is a pre-publication version of the following article: McDowall, A., Freeman, K. & Marshall, S. (2014) Is FeedForward the way forward? A comparison of the effects of FeedForward coaching and Feedback., International Coaching Psychology Review., Vol. 9 Issue 2, p135-146.
Publisher Keywords:	coaching, feedback, FeedForward, mood, self-efficacy, strengths-confidence
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Departments:	School of Health & Psychological Sciences > Psychology

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