Goal setting is integral to the feedback process. Feedback works best when goals are set in advance. The goals provide a benchmark or standard of comparison for evaluating the meaning of the feedback. Also, goals should be set or revised in response to feedback.
Immediate feedback is an effective tool because it follows the answer immediately and helps to improve trainees’ performance. Immediate feedback can be positive or negative. Immediate feedback can be based on co-operative discussion at the beginning of the lectures which appears similar to dialogue. Co-operative discussion and dialogue involve working together through conversation but co-operative discussion involves less commitment to joint goals. In the co-operative discussion, the style is formal and controlled. The rainier either manage the occasion or takes overall responsibility (Shachelford 2004).
Trainer-to-student feedback is characterized by one-way communication. The trainer is seen as the expert and provides information to the student about their work, to clarify goals, to identify mistakes or provide advice. In the examples, feedback is sometimes used to help develop understanding and take thinking forward. Trainer -to-student feedback takes place in classrooms under the control of the teacher.
Positive feedback is motivating for people who have a promotion focus (meaning they want to succeed) but results in no extra effort for people who have a prevention focus (meaning they want to avoid failure). Negative feedback: In the course of learning a new job or task, people are likely to experience failure. People usually react to negative feedback by decreasing their goals, discounting, or rejecting the feedback. These are self-protection mechanisms. Corrective feedback helps to evaluate employees’ performance and correct their actions, if necessary. In order to overcome one-way dependence task instructions need to ensure “resource .interdependence’ or ‘goal interdependence”.