The Role of Feedforward in Leadership: A Personal Reflection

A dimly lit city street at night, featuring a prominent white arrow pointing forward, symbolizing direction and movement.

Leadership is a process of learning, adaptability, and openness to new thinking. One of the strongest concepts I have encountered in my leadership experience is feedforward. While traditional feedback is rooted in past action, feedforward is about change and growth in the future (Goldsmith, 2018). This proactive attitude is aligned with my leadership style, which is rooted in constructivist, democratic, and instructional leadership. Through collaboration, participatory decision-making, and an orientation toward developing students, I try to foster a culture of learning. This blog is about how feedforward is transforming my leadership style, my experience of receiving it, and how I plan on using it in my professional practice.

Balancing Leadership and a Growth Mindset

Being a great leader is all about balancing authority and flexibility. With a growth mindset, I view adversity as an opportunity for learning rather than an obstacle to be surmounted (Dweck, 2006). I prefer collaboration and creative problem-solving as a constructivist leader. Feedforward makes this kind of leadership easier by focusing on learning and iterative growth rather than on judging past outcomes.

To accomplish this balance, I plan on using feedforward in my leadership. Instead of judging students based on past outcomes, I can make suggestions on how students can make improvements. This is in line with studies conducted by Carless and Boud (2022), which detail ways in which practices of feedforward foster professional development by giving educators concrete, actionable steps for change. With this, I plan on leading by example, making learning a proactive, ongoing process for fellow educators and students alike.

Moreover, integrating a growth mindset into leadership means encouraging others to embrace continuous learning rather than fearing judgment. This requires a shift in culture, where mistakes are seen as opportunities to refine strategies rather than as failures. Research has shown that organizations that adopt feedforward-oriented cultures tend to experience higher levels of innovation and resilience (Hattie & Timperley, 2007). By reinforcing the concept of growth rather than perfection, I can create a more motivated and engaged learning environment.

Lessons from Receiving Feedforward

Receiving feedforward has been an experience in learning, which shifted my thinking on constructive criticism. For myself, as for so many others, it was difficult in the beginning to separate personal judgment and criticism. Shifting my thinking so I can see feedforward as a tool for growth, however, has been empowering. The process helped teach me to be open to constructive criticism by understanding suggestions for change as not being personal criticism but an opportunity for growth. Also, enables me to request for clarification and open conversation. Being an active discussion participant in expectations and planning for change leads to a greater understanding of expectations (Henderson, Ryan, & Phillips, 2019). Lastly, allows me to implement insights proactively and the best part of feedforward is in its application. In teaching practices and leadership decisions, acting on these insights counts.

A 2020 study by Noon and Eyre found that students who practiced using feedforward made significant improvements in grades and critical thinking. This validates that guidance in relation to the future is more productive than analyzing past outcomes. As a leader, I consider my willingness to receive and act on feedforward a set of expectations for those I lead.

One of the most challenging yet rewarding aspects of receiving feedforward is learning how to manage discomfort. Change often requires stepping outside one’s comfort zone, and feedback, especially when it challenges long-standing habits can feel uncomfortable. However, leaders who embrace discomfort as part of the learning process develop stronger emotional intelligence, which is a crucial skill in guiding teams effectively (Goleman, 1998). By demonstrating receptivity to feedforward, I can model this approach for others and foster a culture where open dialogue and self-improvement are valued.

Integrating Feedforward into My Leadership Style

Depending on the situation will determine my leadership style, using feedforward includes a variety of strategies:

• Scaffolding of Learning and Development: Just as I promote scaffolded learning in teaching, I shall institute organized professional growth for students and faculty. With definite expectations, exemplars, and constant guidance, there shall be continuous growth (Baroudi, Aoun, & Hamam, 2023).

• Fostering a Collaborative Atmosphere: I highly value contribution and engagement. Peer-to-peer discussions, constant check-ins, and an open communication system will promote mutual learning and growth in a collective effort (Yang & Carless, 2021).

• Encouraging Reflective Practice: Leadership in teaching requires a broader perspective. Encouraging personal reflection and self-evaluation will make learners and educators take responsibility for themselves. Peer criticism, reflection diaries, and coaching sessions shall be included in my leadership style (Yu & Liu, 2021).

• Timely and Actionable Provision of Guidance: The literature emphasizes the provision of timely feedforward so there is a sufficiently large window for its enactment (Saeed & Mohamedali, 2022). Either via faculty ratings or student ratings, ensuring suggestions are timely and actionable will make them more impactful.

In addition to these strategies, I also plan on implementing mentorship programs within my profession. Having a structured mentorship system allows for real-time feedforward, where experienced educators provide support and guidance to those who are developing their skills. This method fosters a reciprocal learning culture, where both mentors and mentees benefit from shared perspectives and continuous reflection.

Another key aspect of integrating feedforward into my leadership is fostering psychological safety. Research by Edmondson (1999) emphasizes that employees and students are more likely to engage in learning behaviors, such as seeking feedback and experimenting with new approaches, when they feel safe to take risks. By cultivating an environment where feedforward is encouraged and mistakes are viewed as part of the learning process, I can strengthen engagement and professional development within my institution.

Conclusion

Feedforward is a leadership and learning shift that promotes a culture of growth rather than just assessment. By adopting this process, I can cultivate an environment of perpetual improvement, where creativity, collaboration, and reflection drive success. As I continue my leadership journey, embracing feedforward will not only strengthen my effectiveness but also empower those I lead to reach their full potential. With a commitment to growth and progress, we can shape an education system rooted in learning, adaptation, and shared success.

Moreover, by normalizing feedforward as an essential practice, I hope to contribute to an educational environment where individuals continuously refine their skills, share knowledge, and foster innovative solutions. The future of leadership is not just about providing evaluations; it is about growing a vision for success that extends beyond the present moment. Through intentional leadership and the integration of feedforward, I am committed to driving meaningful and supportable change.

References

Baroudi, S., Aoun, S., & Hamam, D. (2023). Using feedforward to improve pre-service teachers' academic writing and critical thinking skills. Frontiers in Education, 8, 11265941.

Carless, D., & Boud, D. (2022). Feedforward practices: A systematic review of the literature. Assessment & Evaluation in Higher Education.

Dweck, C. (2006). Mindset: The new psychology of success. Random House.

Goldsmith, M. (2018). Moving from feedback to feedforward. Cult of Pedagogy.

Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in higher education. Assessment & Evaluation in Higher Education, 44(8), 1237-1252.

Noon, K., & Eyre, T. (2020). The impact of feedforward on undergraduate sports science students' academic performance. Journal of Educational Research, 113(4), 289-305.

Saeed, M. A., & Mohamedali, N. F. (2022). Feedforward strategies in the first-year experience of online and distributed learning environments. Research in Learning Technology.

Yang, M., & Carless, D. (2021). Peer feedback or peer feedforward? Enhancing students' argumentative peer learning processes and outcomes. British Journal of Educational Technology.

Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525.