Learning leadership and feedback seeking behavior: Leadership that spurs feedback seeking.

Lifelong learning is crucial for professionals to continuously develop and update their knowledge and skills, and for organizations to create and sustain competitive advantage. In this regard, feedback seeking is a powerful vehicle to gain new knowledge and insights in one's development and performance. The current research dives deeper in the concept of feedback seeking by investigating the act and use of feedback as well as multiple feedback seeking methods. Leadership as a contextual factor can affect employees' feedback seeking behavior. As such, this study also explores the role of learning leadership for feedback seeking. Learning leadership supports, facilitates and encourages employees' professional development. To address these aims, two independent studies were conducted. Study 1 was a quantitative, survey study that investigated the direct relationship between learning leadership and (the act and use of) feedback seeking. Study 2 was a qualitative, interview study that explored which concrete learning leadership behaviors were linked to different methods of feedback seeking. The findings confirmed the pivotal role of leaders in employees' feedback seeking behavior and provided an overview of concrete learning leadership behaviors.

Testing a potential alternative to traditional identification procedures: Reaction time-based concealed information test does not work for lineups with cooperative witnesses.

Direct eyewitness identification is widely used, but prone to error. We tested the validity of indirect eyewitness identification decisions using the reaction time-based concealed information test (CIT) for assessing cooperative eyewitnesses' face memory as an alternative to traditional lineup procedures. In a series of five experiments, a total of 401 mock eyewitnesses watched one of 11 different stimulus events that depicted a breach of law. Eyewitness identifications in the CIT were derived from longer reaction times as compared to well-matched foil faces not encountered before. Across the five experiments, the weighted mean effect size d was 0.14 (95% CI 0.08-0.19). The reaction time-based CIT seems unsuited for testing cooperative eyewitnesses' memory for faces. The careful matching of the faces required for a fair lineup or the lack of intent to deceive may have hampered the diagnosticity of the reaction time-based CIT.