Editing Goal setting (section)

===Feedback===

Feedback and goal setting are highly interrelated and more effective when used in conjunction with each other.<ref name="Locke and Latham 2002"/>{{rp|708}} Feedback cannot be given without goals in the same way that goals can not be established without providing feedback.

Goal setting can lead to the creation of [[feedback]] loops, either negative or positive comparison of the output to the goal. Negative feedback loops lead to increasing the input associated with goal attainment to improve output in the next loop cycle. Positive feedback loops, if not sufficiently reinforced, can lead to subsequent setting of goals at a less difficult level. 
Negative feedback can be reframed and errors seen as beneficial to the learning and goal achievement process and in turn increase participant resilience.{{citation needed|date=June 2023}} This reframing process can be taught through error management training and with clear instructions about how to engage with errors. Error management training involves participants practicing metacognitive activities of planning, monitoring, and evaluation.<ref>{{cite journal |last1=Keith |first1=Nina |last2=Frese |first2=Michael |date=July 2005 |title=Self-regulation in error management training: emotion control and metacognition as mediators of performance effects |journal=[[Journal of Applied Psychology]] |volume=90 |issue=4 |pages=677–691 |pmid=16060786 |doi=10.1037/0021-9010.90.4.677|url=http://fox.leuphana.de/portal/de/publications/selfregulation-in-error-management-training-emotion-control-and-metacognition-as-mediators-of-performance-effects(82a4fe6d-6219-40a6-abe7-fc21f6d2bbad).html }}</ref>

Negative feedback also interacts with goal type, perceived tension and conscientiousness. People with high conscientiousness and performance goals experience high tension following negative feedback which leads to lower performance.{{citation needed|date=June 2023}} This is not the case with learning goals where the effect of negative feedback is less detrimental.<ref>{{Cite journal |author=Cianci, A. M. |author2=Klein, H. J. |author3=Seijts, G. H. |date=2010 |title=The effect of negative feedback on tension and subsequent performance: The main and interactive effects of goal content and conscientiousness |journal=Journal of Applied Psychology |volume=95 |issue=4 |pages=618–630 |doi=10.1037/a0019130|pmid=20604585 }}</ref>

Without proper feedback channels it is impossible for employees to adapt or adjust to the required behavior. Managers should keep track of performance to allow employees to see how effective they have been in attaining their goals.<ref>{{cite book |editor1-last=Skinner |editor1-first=Natalie |editor2-last=Roche |editor2-first=Ann M. |editor3-last=O'Connor |editor3-first=John |editor4-last=Pollard |editor4-first=Yvette |editor5-last=Todd |editor5-first=Chelsea |title=Workforce development TIPS (theory into practice strategies): a resource kit for the alcohol and other drugs field |chapter=Goal setting |location=Adelaide |publisher=Alcohol Education and Rehabilitation Foundation (AER); National Centre for Education and Training on Addiction (Australia) |year=2005 |pages=8–9 |isbn=978-1-876897-06-2 |oclc=156766716}}</ref> Providing feedback on short-term objectives helps to sustain motivation and commitment to the goal. There are two forms of feedback in which the employee can receive (Outcome and Process feedback).<ref name="Locke and Latham 2002" /> Outcome feedback is after the goal or activity is finished, and process feedback is during the completion of a goal.<ref name="Grant 2012 p149" /> Feedback should be provided on the strategies followed to achieve the goals and on the final outcomes achieved.