The Signals we give: Performance Feedback, Gender, and Competition

Abstract

Feedback is a vital tool used by organizations and educators to improve performance, spark learning, and foster individual growth. Yet, anecdotal evidence suggests that many individuals are hesitant to provide others with feedback. Moreover, gender biases may influence its provision, with consequences for the representation of women in leadership and competitive professions. We study feedback provision under different conditions that vary the nature of performance signals, how instrumental they are for decision making, and gender of the recipient. Our results reveal that a substantial degree of feedback is withheld by advisors. Moreover, advisors are more likely to shield women from negative feedback in conditions characterized both by a lack of complete information about performance, and feedback that is not immediately instrumental for their decision-making. This effect is driven by male advisors. Our findings showcase how gender differences can arise in feedback provision, and highlight when these differences may be more likely to appear. Joint paper with Alexander Coutts and Zahra Murad.