Background & Purpose: Lately, the use of Assessment and development centers in organizations has become very impressive. Which has brought many issues. One of the very important topics that is raised in the centers is providing effective feedback. The current study aims to design an effective feedback model in the Assessment and development centers.
Methodology: In this research, interpretive research philosophy, inductive research approach, grounded theory research strategy with the constructivist approach of Charms was chosen and the data collection method was semi-structured interviews, most of the interviews were conducted by telephone and a few of them has also been done in person. For this purpose, a theoretical (snowball) sampling was done from the research community which includes elites and evaluators who were in charge of giving feedback in Assessment and development centers, and in this way, interviews were conducted with 26 experts.
Findings: After conducting specialized interviews with elites and evaluators of Assessment and development centers, as effective feedback providers in Assessment and development centers, the data obtained from the interviews, the concepts and the main and subcategories were determined. The obtained concepts and main and sub-categories corresponded with the main questions of the research, i.e. what and how of effective feedback is in the Assessment and development centers, which were classified into 7 main categories. These main categories are: The central category, facilitators, moderators, platforms, limitations, risks and consequences. The 16 subcategories of each of the main categories are: development, structural factors, behavioral factors, educational factors, procedural factors, behavioral competencies of the feedback provider, specialized competencies of the feedback provider, behavioral competencies of the feedback receiver, process conditions, organizational conditions. perceptual errors, environmental, individual, structural, result, process errors. Also, 101conceptual categories related to effective feedback in assessment and development centers were identified. The results of the research show that the effective feedback model in assessment and development centers leads to individual and organizational development that factors such as the central category, facilitators, moderators, platforms, restrictions, risks influence it and ultimately leads to individual and organizational consequences.
Conclusion: Considering the importance of effective feedback in assessment and development centers in the development of human capital, it is necessary that the components identified during the experiences gained from providing effective feedback, in order to improve performance and achieve the expected results. It should be noticed by managers and feedback people in assessment and development centers. The obtained results are suitable criteria for the effectiveness of the feedback as much as possible and enable people to successfully complete the tasks they are responsible for. In summary, it can be said that assessment and development centers will have practically no output without effective feedback. This feedback is effective and can lead to individual development and ultimately organizational development.