Meaningful feedback at work signals effective performance management. Drawing on a new perspective of the conservation of resources (COR) theory, this paper aims to examine the mediating effect of relational energy in the relationship between supervisor developmental feedback and subordinates' task performance with the moderating role of learning demands.
Data from 230 supervisor-subordinate dyads were collected at two time points of four enterprises in China.
The results support the proposed mediation effect that supervisor developmental feedback positively predicts subordinates' task performance via boosting subordinates' relational energy. Furthermore, the results highlighted the moderating role of learning demands in the relationship between supervisor developmental feedback and subordinates' relational energy. The moderated–mediated relationship for subordinates' task performance was also supported.
Drawing on COR theory, this paper contributes to a complete understanding of how supervisor developmental feedback may support or build employees' relational energy, facilitating task performance and further exploring learning demands as a boundary condition of this indirect relationship.
