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We investigated the effects of varying two types of information in feedback reports on feedback reactions in the context of managerial skill development. We found that favorable reactions increased when a high amount of procedural information was given. Furthermore, unfavorable reactions diminished when participants received low specific information. Fifteen months after the assessment of feedback reactions, we also measured students' self-reported involvement in developmental activities and found a significant and positive relationship between favorable feedback reactions and developmental activities. These results provide useful suggestions for management educators to enhance feedback reactions in managerial skill development

Improving Feedback Reports: The Role of Procedural Information and Information Specificity