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Many organizations promote lifelong learning and ongoing skill-building through platforms, certifications, and microlearning. Encourages persistence and the understanding that mastery takes time, which aligns with the growth mindset principle that ability is not fixed.

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Systems today emphasize regular, constructive feedback as part of performance evaluations and coaching. Reinforces the belief that abilities can improve through effort, practice, and feedback, helping learners reframe setbacks as learning opportunities.

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This study explores how educators shift from fearing feedback to using it as a tool

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ABSTRACT
Feedback is an expected and essential part of academic work; however, giving and receiving feedback often causes angst and distress, an aspect not often addressed. To foster conversations about feedback for teaching development, we developed an interactive event designed to explore and practice giving and receiving feedback. A mixed-methods pre-post-test design was implemented to examine and measure levels of distress when thinking about receiving feedback on teaching using (1) a distress thermometer, and (2) open-ended questions. Data were analysed using descriptive statistics, means analysis, and thematic analysis of open text responses. Findings include an overall decrease in mean distress scores following the event and a shift in mindset between pre- and post-tests from fearing feedback to seeing feedback as an opportunity for growth and development. Higher education institutions are encouraged to provide opportunities to foster conversations about feedback and how it can be embraced to inform future teaching growth and development.

Introduction

Feedback is an expected and essential part of academic development. Students, faculty, and staff regularly give and receive feedback regarding assignments, scholarship, and teaching practice. Feedback comes from multiple sources and in various formats; it can be invited or unsolicited and presented formally or informally. Regardless of the context, feedback is often intended to be formative, developmental and growth-oriented. Despite its potential value, Shute () reflects that ' ... feedback is not quite so rosy or simple' (p. 153). Both giving and receiving feedback are often associated with angst, confusion, denial, dread, and fear (Moore and Kuol , Stone and Heen ). Although receiving feedback is a normative process in the academy, negative feedback can create anxiety and may even lead to burnout (Canadian Association of University Teachers, Roth et al. , Canadian Association of University Teachers ).

Formative feedback strategies for teaching development are practical, doable, and known to enhance teaching and student learning (Smith , Shute , Hubball and Clarke ); however, faculty may still struggle with the process. 'Many dedicated faculty with a genuine interest in improving classroom instruction grope for better ways of doing their jobs' (Jungst et al. , p. 71) while at the same time avoiding the feedback that could help. Their students may also struggle with feedback intended for their growth. The statement 'My work is bleeding' reflects students' often painful responses to assignment feedback (Shields ). Instructors may understandably seek to avoid similar experiences for themselves. Forsythe and Johnson () recognised that feedback contributes to the 'emotional pain that is part of human experience' (p. 858) but contend that we can recognise the potential for distress, and can be proactive in the academy. Adopting and practicing effective feedback processes may reduce distress and enhance teaching and learning for both students and instructors. We draw on the vast amount of research on student feedback and assessment to inform this work on feedback for teaching development.

Formative feedback is readily acknowledged as beneficial to student learning, but Gormally et al. (, p. 187) argued that formative feedback for teaching development presents 'missed opportunities ... ' mostly due to previous negative experiences and lack of giving and receiving feedback skills. They provided a vision for giving and receiving effective feedback which includes a more appreciative and constructive approach. Smith () furthered this notion, claiming that feedback for teaching development is absolutely necessary and shifted the focus from feedback to the student to feedback to the instructor. Most research on feedback has been focused on student learning, including the influential works of Hattie and Timperley () and Shute (). They discussed motivation for improvement and skill development, the meaning of effective feedback strategies such as timing and intent, and provided examples of feedback models. These aspects of formative feedback, although initiated by research on feedback to students, are fitting concepts to further explore feedback for teaching development in higher education settings.

Because practices, studies, and research in higher education are evidence-based, academics are expected to be logical and rational. Yet, Forsythe and Johnson () tell us that 'feedback is an emotional business' (p. 850); Carless and Boud () also addressed the affective aspect of feedback. 'Feedback reaction,' a term from Moore and Kuol (, p. 58), suggests the emotional aspect of receiving feedback 'will interfere with the information itself and have a bearing on whether that information will give rise to any active professional development' (p. 61). Perhaps the affective elements of giving and receiving feedback may be the biggest challenge to actualising the potential benefits of such feedback. Recognising and managing the emotions associated with feedback may help in developing and practicing effective feedback skills.

Based on a meta-analysis of feedback seeking behaviour (Anseel et al. ), it appears that the ideal way to embrace feedback is through the development and understanding of the aims, purposes and processes of feedback, as well as skills in giving and receiving feedback. This multifaceted competency is identified as feedback literacy (Sutton , Carless and Boud ), a 'complex process' (Sutton , p. 39) for both the teacher and learner that requires dialogue, skill development, and practice. Building on this description, Carless and Boud () offered a working definition: 'feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies' (p. 1). Providing opportunities for both instructors and students to develop feedback literacy skills can enhance teaching development and student learning.

The notion of feedback literacy and Dweck's () concept of mindset (fixed and growth) can be applied to feedback for teaching development. Mindset refers to individuals' underlying beliefs about their intelligence and ability to learn and is beneficial in postsecondary institutions (Roth et al. , Clark and Sousa ). This theory predicts a growth mindset, the belief that one's intelligence and ability can be developed, facilitates motivation, while a fixed mindset, the belief that intelligence and ability are static, leads people to disregard feedback (Dweck , Murphy and Dweck ). Dweck also explained how mindsets may be a 'mixture of the two' (p. 217); the term 'mixed mindset' can be used to demonstrate an individual's potential growth. Applying this typology can be beneficial in understanding how individuals respond to receiving feedback and benefit from changing from a fixed to growth mindset.

There is a paucity of research linking feedback and mindset, yet there is value in exploring the connection. Forsythe and Johnson () studied students' mindsets and how 'self-beliefs influence their subsequent behaviour with regard to accepting and acting on their feedback' (p. 858). In higher education, understanding mindsets is useful for instructors, students and administrators and can be particularly applicable to enhancing teaching and learning. Instructors with a growth mindset may be more likely to embrace the skills and approaches needed for feedback literacy. Opening up a dialogue about feedback may influence those with a fixed mindset to consider the possibility of embracing feedback for teaching development.

Another related concept, 'feedback reaction' as described by Moore and Kuol (), is how faculty react to receiving feedback and is the biggest predictor of growth and development. Feedback causing distress that elicits negative and defensive responses can hinder development. Recognising and understanding 'feedback reaction' influences development, a growth mindset and a culture of feedback literacy.

To situate this study, we have drawn upon multiple perspectives and approaches focused on formative feedback. The literature suggests feedback in higher education is essential for teaching and learning, and offers a valuable opportunity for growth and development. Carless and Boud () definition of feedback literacy is adopted in this study as the vision towards an institutional culture that embraces feedback to benefit instructors, students, and the institution. This study attempts to connect the concepts of feedback reaction (acknowledging and accepting the emotional aspect), mindset (how one approaches feedback), and skill development (giving and receiving feedback) to initiate a dialogue towards feedback literacy and enhancing teaching and learning practices in higher education.

Background

Like other postsecondary institutions, our university has established a mental health strategy that recognises and addresses some of the challenges of academic life by providing resources and learning opportunities to support the mental health of our community (MacKean ; University of Calgary Mental Health Strategy, n.d.). The University of Calgary implemented a formative feedback initiative with the goal of facilitating discussion, providing information, resources and learning opportunities for teaching development. After facilitating several workshops on feedback and presenting at conferences, the authors noticed an emerging trend as participants stayed to discuss some of their experiences of receiving feedback about their teaching. The examples shared were distressing to the instructors and at times interrupting teaching development and career progress. These anecdotal discussions led us to investigate this aspect of feedback and further develop resources to support feedback literacy. An institutional grant was secured to conduct a study at our institution with the broad research question 'What are participants' perceptions of receiving feedback about their teaching?'

We began this feedback initiative and study in alignment with our with institutional strategic plan to develop 'enhanced understanding of evidence-based/scholary teaching and learning practices' (University of Calgary, Taylor Institute for Teaching and Learning, 2020, p. 13). Formative feedback processes have been shown to enhance teaching development and student learning, therefore, worthy of our time and attention. Fear of feedback or the distress it may cause is counter to the intent of formative feedback and ought to be acknowledged and addressed.

The event: keynote and workshop

To further the formative feedback for teaching development initiative and provide an opportunity for participants to discuss and explore elements of feedback, a one-day event, open to faculty, staff and students, was devoted to exploring and learning feedback processes for teaching development. The goals were to capture a sense of participants' distress levels regarding feedback, start a dialogue about feedback literacy, provide some practical feedback strategies, and finally, shift participants' fear of feedback to a less fearful perspective. The broad focus of the event was to address and acknowledge that feedback about teaching development can cause fear, distress, and anxiety, and at the same time develop capacity and strategies regarding this normative part of academia. A speaker, external to the university, with communication and mediation expertise was invited to deliver a keynote session entitled In a Perfect World: Giving & Receiving Feedback for Teaching Development as well as skills-based workshops. The intent of the day was to start 'meta-dialogues' to provide an opportunity for discussion, exploration, and examination of feedback processes in academic settings (Carless and Boud , p. 1322).

With consideration of participants' time and to provide flexibility, the day began with an introductory one-hour keynote followed by an interactive workshop. The workshop was repeated in the afternoon to optimise access for the campus community. The content of the keynote included an introduction to several feedback models, an examination of personal reactions to feedback sources, and factors that can create fear or anxiety of receiving feedback. The workshop expanded on these concepts and included an interactive component and time for practice. To ensure all participants received basic information, handouts and resources were distributed at all events. This schedule was inspired by the work of Fonseca et al. () who examined a workshop focused on giving and receiving feedback and found 'teachers developed not only skills but also positive feelings toward the use of feedback strategies' (p. 78).

We did not know what perceptions the participants held about feedback regarding their teaching prior to the sessions. As a pre-assessment strategy at the beginning of the keynote, the speaker asked participants to consider the question 'what words come to mind when you think about feedback about teaching development?' The participants responded on the PollEv.com software (using their handheld devices) and a word cloud was generated with 54 responses. A word cloud is a visual document that can be quickly generated to provide information about a concept or question (DePaolo and Wilkinson , Dicle and Dicle ). It is developmental and provides real-time feedback. The word cloud in Figure 1 identifies the three top words associated with participants' thoughts on receiving feedback: 1. opportunity, 2. growth, and 3. learning. These words are generally associated with development. Several other positive development words were also listed such as mindful, choices, gift, helpful, constructive and go-forward. In contrast, words reflecting the negative side of feedback were also registered, including anxiety, worry, angst, avoid, raw, ouch, and blind spots. This word cloud made it clear that the participants had both positive and negative perceptions of feedback. Making this information visible allowed the speaker to share it with all participants and acknowledge their perceptions. It is interesting to note the number of words posted that are associated with feedback processes such as intent, advice, timing, and performance. It appears those participating in the PollEv.com exercise were experienced with feedback processes as well as the emotional impact of giving and receiving feedback.

Methods

Permission to conduct this research was reviewed and granted approval through the institutional research ethics board REB#18-1882 to explore participants' perceptions of receiving feedback about their teaching. A pre-test-post-test design (Bell ) was utilised to evaluate and measure changes in distress when thinking about receiving feedback on teaching. A convenience sample was selected for this study (Creswell ). Prior to three events on the topic of giving and receiving feedback, attendees were asked to complete on paper, a pre-test including (1) an image of a distress thermometer, a valid and reliable tool to gauge distress (Roth et al. , Baken and Woolley ), whereby participants drew a line on the paper through the thermometer to indicate their level of distress when thinking about receiving feedback on their teaching, and (2) an open-ended question asking participants to indicate what strategies they currently use when receiving feedback about their teaching. At the close of each event, attendees were asked to complete a second identical post-test, in the same manner by drawing a line through the distress thermometer after the keynote or workshop. Participants were instructed to consider only their thinking at the moment and not be influenced by their responses on the pre-test. The intent of the pre-test-post-test was to assess the change in perceptions about receiving feedback on their teaching and to identify strategies they will use in the future when receiving feedback about their teaching.

All participants attending any of the three events on the topic of giving and receiving feedback were invited to participate in the study. The events were open to all university students, postdoctoral scholars, staff, and faculty at our institution as well as from other post-secondary institutions. Prior to registering in any of the three events, participants were informed they would be invited to participate in a research project and that their participation would be totally voluntary and anonymous. At the events, information and directions were provided so informed consent could be obtained. Participants were given time to complete the reflective pre-test and post-test before and after each event. To further ensure anonymity, individuals self-selected to be part of the study following each of the events by handing in an envelope that contained either a blank or completed consent form and pre-and post-tests.

Pre-test and post-test data were manually extracted and imported into Excel, cleaned, and analysed, then imported into SPSS (version 24) statistical software package for further analysis. Descriptive statistics included frequencies and percentages. Written responses to open-ended questions were coded thematically (Nowell et al. ).

Findings

Participant demographics

A total of 39 people attended the keynote address, 20 of whom also attended a workshop. Four participants attended the workshop only. Faculty comprised the majority of participants followed by postdoctoral scholars and staff, while students represented the lowest participation rate. Most participants reported 10-14 years of teaching experience followed by 0-2 years with the least experience in the 3-9 years of teaching category. The response rate for the keynote attendees was 79.5% (n = 31) with 77.4% (n = 29) responding to the keynote pre-test and 64.1% (n = 25) responding to the keynote post-test. The response rate for the workshop was 66.7% with 16 of the 24 attendees responding to the workshop post-test. The demographics for attendees and participants are presented in Table 1.

Distress levels

The quantitative data in Figure 2 provide a useful gauge on the overall level of participants' distress (from low distress to high distress) and the percentages from the pre-test, post-keynote and post-workshop. This figure indicates the majority of participants reported a low to moderate distress level and there is some indication of some high distress pre-test, and post-keynote and workshop.

The total mean distress level on the pre-test was 4.42 ( SD = 2.47) indicating that participants are moderately distressed when they think about receiving feedback about their teaching. Overall, the mean level of distress is higher in staff than faculty, and participants with 10-14 years of teaching experience report the highest mean level of distress. This information is displayed in Table 2.

Postdoctoral scholars reported less distress ( M = 2.83, SD = 2.84) than the total mean, as did students ( M = 3.38, SD = 3.45). Faculty reported more distress ( M = 4.45, SD = 1.80), as did staff ( M = 5.80, SD = 2.28), and those who chose not to specify their role at the institution ( M = 4.83, SD = 3.53). A Kruskal-Wallis H test was computed on the pre-test distress levels and was not found to be significant, χ ²(3) = 4.22, p = .24 showing that one's role at the institution does not seem to have an effect on one's level of distress when expecting teaching-related feedback (see Figure 3).

Participants who had between zero and two years of teaching experience reported less distress ( M = 1.50, SD = 0.87) than the total mean, as did their colleague who had between six and nine years ( M = 3.88, SD = 1.60), and more than 15 years' experience ( M = 3.79, SD = 2.07). Those with three to five years of teaching experience had more distress ( M = 5.00, SD = 3.61), as did their colleagues with ten to 14 years ( M = 5.57, SD = 1.40), and those who chose not to specify their years of experience ( M = 5.56, SD = 3.47). A Kruskal-Wallis H test was computed on the pre-test distress levels and was not found to be significant, χ ²(1) = 0.33, p = .56 showing that the number of years one has been teaching does not seem to have a significant effect on one's level of distress when expecting teaching-related feedback (see Figure 4.)

Respondents who participated in all three of the pre-keynote, post-keynote, and post-workshop surveys ( N = 11) indicated a higher distress level before the keynote address ( M = 5.31, SD = 2.08) than after the keynote ( M = 4.25, SD = 2.47) or after the workshop ( M = 3.94, SD = 2.76). A one-way repeated measures ANOVA was computed to examine the effect of the keynote address and workshop on the participants' level of distress when thinking about receiving feedback about their teaching. Mauchly's Test of Sphericity showed that the assumption of sphericity was violated ( p < .001), so the Greenhouse-Geisser correction was used. It showed a significant difference in distress levels, F(1.10,10.96) = 5.54, p = .036, η ² partial = .36.

Looking specifically at the distress levels before and after the keynote address, participants indicated a higher distress level before ( M = 4.73, SD = 2.34) than after ( M = 3.77, SD = 2.09). A paired-samples t test was computed and showed that the difference in distress levels was significant t(24) = 3.13, p = .005, = .09. Nine percent of the variability in this distress level was accounted for by the keynote address. Participants indicated a higher distress level before the keynote ( M = 4.52, SD = 2.52) than after the workshop ( M = 3.39, SD = 2.60). A paired-samples t test was computed and showed that the difference in distress levels was significant t(14) = 2.52, p = .025, = .10. Ten percent of the variability in this distress level was accounted for by the workshop. Participants indicated a higher distress level after the keynote ( M = 4.25, SD = 2.47) than after the workshop ( M = 3.94, SD = 2.76). A paired-samples t test was computed and showed that the difference in these distress levels was not significant t(10) = 1.46, p = .176.

Themes

Participants in this study reported distress when receiving feedback about their teaching and are consistent with the literature (Moore and Kuol , Stone and Heen ). For example, one participant wrote, 'I don't read student feedback at all after the first set went so poorly.' Another commented, ' ... I do a reasonable job moderating my distress.' Both statements provide insight into the distress of receiving feedback about teaching and suggest different strategies to deal with feedback, such as avoidance or developing a coping mechanism. Thematic analysis of the participants' comments pre-post-keynote and pre-post-workshop revealed the emergence of three themes (Cousin ), p. 1) mindset, 2) feedback reaction, and 3) feedback processes and strategies. These themes are presented and described in the following sections.

Theme: mindset, fixed, mixed, and growth

The concept of mindset, introduced at the beginning of this paper, is one's beliefs about their abilities as either fixed or growth. A clear fixed and growth mindset theme emerged upon reviewing the qualitative data. This study focused on the level of distress that participants recorded when thinking about feedback on teaching development and it provided an opportunity for participants to make comments about their current and future strategies. We included in Dweck's () categorisation of a fixed or growth mindset and added a mixed mindset category. This mixed mindset category captures the participants' responses that were neither fixed or growth while showing the potential for change. Dweck () discussed how individuals change, especially with the self-awareness of a growth mindset. A fixed mindset is more challenging to change, and 'simply learning about the growth mindset can sometimes mobilize people for meeting challenge and persevering' (p. 234). As illustrated in Figure 5, pre-test, and post-test results indicate a decrease in fixed and mixed mindsets. While the percentage of participants who demonstrated a growth or mixed mindset in the pre-test started at very similar levels, the post-tests reveal a marked increase in growth mindsets.

The line graph ( Figure 5) complements the qualitative findings indicated in Table 3. For example, comments were compared from individual participants and tracked pre-keynote, post-keynote and/or post-workshop. Their comments are interpreted to indicate how they moved from a mixed mindset to a growth mindset. In the case of the fixed mindset, there was a slight change which would account for the increase in mixed and growth mindsets.

Theme: feedback reaction

Participants were invited to provide comments about the strategies they use and would use in the future when receiving feedback about their teaching. Upon analysis of participants' comments before and after the keynote and workshops, it became evident that they included words related to their feelings as well as identifying some practical strategies. The other two themes that emerged from the reflection data are labelled as feedback reaction and, feedback processes and strategies.

The theme categorised as 'feedback reaction' (Moore and Kuol ) includes comments associated with emotional or affective strategies, which participants in this study reported as 'have courage' and 'staying calm.' Carless and Boud () and Forsythe and Johnson () remind us that the emotional component of receiving feedback is real and should not be ignored. Moore and Kuol () claim that 'feedback reaction' is the biggest predictor of growth and feedback causing distress can hinder development. The comments in Table 4 suggest the participants had time to be reflective about their reaction to feedback with potentially more opportunities for growth and development.

Theme: feedback processes and strategies

The theme labelled feedback processes and strategies provides insight into how participants reported the practical activities they would apply to receiving feedback, such as 'listen & clarify,' 'establish goals,' and 'focus on intent' (see Table 5). These strategies could be considered development towards feedback literacy as described by Carless and Boud () and Sutton () which includes self-awareness and the opportunity to explore and experience feedback processes. Even after a short period of time at the keynote or workshop, individuals identified aspects of a culture of feedback literacy with the potential to significantly enhance teaching and learning.

Discussion

This study explored instructors' perceptions of receiving feedback about their teaching. It highlights three key findings: (1) instructors experience moderate levels of distress when thinking about receiving feedback on their teaching development (2) feedback literacy dialog can help shift an instructor's mindset to one that is more growth oriented, and (3) establishing culture of feedback literacy can help instructors identify processes and strategies that make receiving feedback about their teaching a constructive part of their professional developmental and growth.

The participants in this study reported moderate levels of distress when thinking about receiving feedback on their teaching development, which is consistent with the findings of Moore and Kuol (), Stone and Heen (), and as reported in Canadian Association of University Teachers (). Although this was a small proportion of the university population, it recognises the reality that feedback can be distressful. It is not known to what extent this distress impacts growth and development, and this question would be well suited for additional research. Following the keynote and/or workshop, individuals reported less distress. This suggests a relatively simple, low stakes process of providing an opportunity to discuss and learn some basic skills can have a positive impact on those teaching in higher education. It appears introducing the concept of giving and receiving feedback and providing an opportunity for discussion and learning skills are valuable for reducing distress. This evidence can be used to guide institutions in furthering investments in resources that support feedback processes for teaching development.

Approximately a third of the participants in this study were initially classified as having a growth mindset. This number increased to almost 75% following the feedback literacy dialog participants experienced during the keynote and workshop presentations. This suggests that activities designed to develop skills in giving and receiving feedback can also affect participants' mindset, particularly in the ways in which they approach feedback. As stressed by Forsythe and Johnson () in their statement that 'self-beliefs influence their subsequent behaviour with regard to accepting and acting on their feedback' (p. 858), individuals who demonstrate a growth mindset when receiving and responding to feedback are better equipped to appreciate its formative intent and find an opportunity for development.

Being aware of one's mindset may also reduce the distress associated with giving and receiving feedback, and as Dweck () claimed, 'simply learning about growth mindset can sometimes mobilize people for meeting challenges and persevering' (p. 234). ) review of faculty burnout suggests providing individuals ongoing opportunities for development, and further emphasises the importance of institutional strategies to help reduce stress.

Finally, establishing a culture of feedback literacy helped participants identify and develop coping strategies to deal with receiving feedback about their teaching. Feedback reaction (Moore and Kuol ) and a guided opportunity to reflect on current and beneficial coping strategies enables educators to 'significantly improve the overall potential for a feedback system to enhance performance' (Moore and Kuol , p. 61).

Limitations and strengths

It is possible that the findings of this survey have a bias associated with non-response. Attendees who chose to complete the survey may have different views from those who did not. This may limit the generality of the results of this study (Sax et al. , Adams and Lawrence ). We also do not know what other factors may have contributed to their response or non-response. As a result, the findings should be considered in the context of the limitations of this study.

The main strengths of this research have been to identify a level of distress related to thinking about receiving feedback about teaching, insight into some participants' experiences and strategies for coping, and the potential of opening up an institutional dialogue towards understanding feedback for teaching and learning. Although a small sample size is a limitation, Dexter and Seden () demonstrated how a research project such as this can be beneficial to the institution by providing a baseline of data, an opportunity for further research, continued dialogue and understanding teaching and learning.

Implications & future recommendations

Dawson et al. () suggested 'a need to re-examine' our approaches and assumptions about feedback (p. 34). Based on this research, departments, faculties, and institutions would benefit by 1) introducing and enhancing the concept of feedback literacy (Carless and Boud ), and 2) providing opportunities for instructors to explore and develop a growth mindset as a means to better understand and reduce feedback distress (Dweck ). Likewise, Clark and Sousa () argued that introducing a growth mindset approach is vital to enhance higher education that promotes 'open sharing and gratitude for the opportunity to learn' (p. 28). Continuing the dialogue is essential to the developmental intent of feedback and can be enhanced with institutional support (Tuck , Taylor et al. ).

Overarching question

What strategies do you currently use when receiving feedback?

What strategies will you use in the future when receiving feedback?

What strategies will you use in the future when receiving feedback?

Fixed mindset
'Ignore it. I have never received any useful feedback ... ever.' 'I trust to my own critical self awareness and ignore it;' 'trust to my own critical self-reflection, and ignore the rest; great workshop! Much appreciated!'

Mixed mindset
'Take into consideration the validity of the feedback - is it realistic and achievable? If feedback is not relevant, I dismiss it' 'I'll brew some tea and carefully consider the next set of USRIs that come in' 'I still feel distress because there's always fear to be caught in uncomfortable social/power dynamics. This said, the workshop gave me tools especially on how to understand the people intention behind the information they are providing me'

Growth mindset
'being open-minded; thinking about how I can improve my teaching for the benefit of learners' 'I will ask for feedback more frequently and accept it with more open arms. I always want to get better, and feedback is the way to do it' 'Think about intention - both for positive & developmental feedback; also consider invitation - very important for developmental; I will think about being a curious feedback receiver; THANK YOU'

Theme: Participants' comments related to feedback reaction

Pre keynote/workshop

Post-keynote

Post-workshop

What strategies do you currently use when receiving feedback?

What strategies will you use in the future when receiving feedback?

What strategies will you use in the future when receiving feedback?

Theme: Participants' comments related to feedback processes and strategies

What strategies do you currently use when receiving feedback?

What strategies will you use in the future when receiving feedback?

What strategies will you use in the future when receiving feedback?

Pre keynote/workshop

Post-keynote

Post-workshop

Acknowledgments

This research was supported by a grant from the University of Calgary Campus Mental Health Strategy. The authors greatly appreciate the support and resources of the Taylor Institute for Teaching and Learning, University of Calgary.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the University of Calgary Campus Mental Health Grant [10022435].

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Feedback for teaching development: moving from a fixed to growth mindset

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ABSTRACT Feedback is an expected and essential part of academic work; however, giving and receiving feedback often causes angst and distress, an aspect not often addressed. To foster conversations about feedback for teaching development, we developed an interactive event designed to explore and practice giving and receiving feedback.

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#LearningAndDevelopment #GrowthMindset #WorkplaceLearning #OrganizationalCulture #Leadership #HRTech #EmployeeExperience #FutureOfWork

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Unlearning

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Social Cognitive Learning Theory

Bandura (1986)

Theoretical Alignment

Learning occurs through observation, modeling, and social interaction.

Peer coaching encourages self-regulation, reflection, and low-stakes skill building.

Grounded in social learning within authentic work-based relationships.

Why It Matters

Promotes a culture of continuous improvement.

Builds psychological safety—essential for feedback and team learning (Edmondson, 1999).

Supports growth by encouraging reflection on success and failure (Gino & Staats, 2019).

Relevance

Modern Systems: Medium

Traditional Systems: High

Commonly used in mentorship and peer learning environments.

Highly applicable but may lack structure unless intentionally designed.

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Unlocking Workforce Potential: How Modern L\&D Empowers the Growth Mindset

In an era defined by rapid change and digital transformation, Learning and Development (L\&D) is no longer a siloed function—it is a strategic driver of performance, innovation, and culture. To truly thrive, organizations must shift from a fixed approach to one rooted in growth mindset principles. This mindset, popularized by psychologist Carol Dweck, asserts that abilities and intelligence can be developed through dedication, feedback, and resilience. When embedded into L\&D strategies, the result is a more agile, empowered, and future-ready workforce.

Let’s explore three key ways organizations are aligning modern L\&D initiatives with growth mindset values:

### 1. Feedback-Driven Development

Gone are the days of annual performance reviews as the sole feedback channel. Today’s high-impact organizations foster real-time, constructive feedback as an integral part of daily operations. Whether it’s peer-to-peer, manager-led, or system-generated, this feedback loop transforms setbacks into learning opportunities. It reinforces the idea that performance is fluid and that improvement is always possible. When feedback is normalized and viewed as a tool for growth rather than criticism, employees develop grit, confidence, and ownership of their development.

### 2. Continuous Learning Culture

To keep pace with disruption, organizations are moving toward cultures where learning is embedded into the flow of work. Microlearning, digital certifications, and on-demand skill development platforms now make it easier than ever for employees to learn at their convenience. This environment not only supports skill acquisition but also reinforces the idea that mastery is not innate—it’s earned through persistence and practice. Organizations that prioritize learning see improved retention, innovation, and overall engagement.

### 3. Personalized Learning Paths

No two employees learn the same way. With the rise of AI-driven learning systems, organizations can now deliver adaptive, customized experiences based on individual roles, progress, and aspirations. These personalized paths help learners track their growth over time, fostering motivation and a sense of achievement. It also supports psychological safety by meeting employees where they are, allowing them to stretch without feeling overwhelmed.

### Final Thoughts

The future of work demands more than technical skills—it requires a mindset of curiosity, resilience, and adaptability. By designing L\&D initiatives that encourage feedback, promote lifelong learning, and personalize growth, organizations build more than skills—they build belief systems. And when employees believe they can grow, they do.

🔍 Want to cultivate a growth mindset in your workplace? Start by making learning visible, feedback safe, and development personal.

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In an era defined by rapid change and digital transformation, Learning and Development (L&D) is no longer a siloed function—it is a strategic driver of performance, innovation, and culture. To truly thrive, organizations must shift from a fixed approach to one rooted in growth mindset principles. This mindset, popularized by psychologist Carol Dweck, asserts that abilities and intelligence can be developed through dedication, feedback, and resilience. When embedded into L&D strategies, the result is a more agile, empowered, and future-ready workforce.

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What does a growth mindset look like in higher ed?

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Growth mindsets in academics and academia: a review of influence and interventions

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This review focuses on the nature, influence, and modifiability of academics’ mindsets. Synthesising the large, growing, and influential body of adult growth and fixed mindset research with applied…

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Cultural Emphasis on Growth and Feedback

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Cultural Emphasis on Growth and Feedback

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Organizational Practice
There is a strong culture of continuous improvement across the college.
Leaders promote feedback-seeking, professional development, and a “fail forward” mindset.
Staff consistently refine practices based on student feedback and changing needs.

Learning Theory Connection
Growth Mindset (Dweck, 2006)

Abilities are seen as developable through effort, reflection, and challenge.

Fosters resilience, adaptability, and a willingness to take risks.

Supports meaningful learning for both educators and students.

Relevance

Modern Systems: High

Traditional Systems: Low

Encourages feedback-seeking, risk-taking, and adaptability—counteracting fixed, hierarchical mindsets.

Commonly embedded in performance-driven and innovative learning cultures.

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Learning and development systems increasingly use adaptive technologies to tailor content to individual needs and progress. Supports the idea that everyone learns at their own pace, reinforcing motivation and self-efficacy as learners see measurable growth over time.

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How does autonomy in your role support your professional growth? Share specific examples of tasks or decisions where you had the freedom to lead and what you learned from the experience.

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Theory Connection:
Learning Agility – the ability to learn from experience and apply it in new situations.

Let's engage! Think about a time....

"A time I stepped outside my job description…"

"What autonomy looks like in my role…"

"Growth moment from trying something new..."

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Resilience + Positive Growth Mindset =  Fearless Adaptability and Continuous Improvement

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Resilience + Positive Growth Mindset =  Fearless Adaptability and Continuous Improvement

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Resilience + Positive Growth Mindset = Fearless Adaptability and Continuous Improvement

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Describe a moment when collaboration helped you learn something new or do your job better. What role did shared knowledge or teamwork play?

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Theory Connection:
➡ Growth Mindset – believing that abilities can develop through effort, feedback, and collaboration.

Lets engage! Think about a time.....

"I learned ___ through a teammate…"

"Best collaboration I’ve had this year…"

"We got better together when…"

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In what ways do you feel supported, seen, and cared for by leadership? How does this care impact your motivation to learn and improve?

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Theory Connection:
➡ Transformative Learning Theory – learning that challenges existing beliefs and leads to personal growth often happens through supportive relationships.

Let's engage! Think about a time when....

"When I felt truly supported…"

"How leadership helped me transform…"

"A caring conversation that shifted my thinking..."