Bibliography to show the extent of my preliminary research on this subject and have identified the sources used in the final sources cited to follow.
I have looked at feedback as a part of training and identified its role and importance. I have consulted many sources in order to documents my findings. In addition I have described the value of feedback and where and when it is important. I have also defined the various types of feedback and the difference between positive and negative feedback. I have shown that positive feedback is necessary for effecting learning.
I have also shown how positive feedback can be delivered and, in fact, insured within a training program or module. Suggestions as to how the trainer can compensate for lack of positive impressions of the trainee or a perceived lack of respect for the trainer. Ideas have been explored for modifying either the attitude of the trainer or the trainees.
The final conclusions are that feedback is absolutely critical in the effectiveness of any learning process, including training. Positive feedback has more value than negative, which can be counter-productive. It is in the delivery and acceptance where feedback becomes positive or negative, and this is based upon attitudes and perception. A positive perception of the deliverer of feedback will weight the positive factor of the feedback. Positive feedback can strengthen motivation, allow trainees to create or modify goals, and raise self-confidence. It provides a measure against which further actions can be taken. These may include modifying the program according to feedback from participants. Feedback from computers is, at best, perceived as neutral, so a human trainer to back up these responses is valuable. If positive feedback is not being delivered, changes need to be made to the perceptions of either trainer or trainee to adjust this, because positive feedback is essential to the learning process and the effectiveness of the training depends upon it as much as the three other essential factors, which are: relevance, demonstration and practice.