The theory of learning from performance feedback has deep roots. These roots can be traced historically as a sequence of contributions or described analytically as a foundation of assumptions and findings upon which the theory can be built. In this chapter, I will take the analytical approach of selecting and ordering material based on how it fits with the theory developed in chapter 3. Along the way, I hope also to show some of the intellectual history. The goal of this chapter is to show how the theory of organizational learning from performance feedback is built on a set of independent research traditions that have produced related findings. These research traditions have developed along their own paths and have also examined issues that are not relevant to performance feedback theory, but parts can be selected from them that form a coherent body of theoretical propositions and empirical support.

The research traditions described in this chapter underpin the theory of organizational learning from performance feedback, but are not a substitute for it. Much of the theory and evidence they have amassed is on individual learning from performance feedback. Such findings increase our confidence in theory positing similar effects at the organization level. Individuals and organizations are different, however, and the differences mean that the theory has to be modified and then tested again. Chapter 3 develops the theory of organizational learning from performance feedback, and chapter 4 presents tests of it.