The role of feedback in training settings was examined in a survey-based study of feedback in nine 5-day management development training courses in a United Kingdom government agency. The courses followed a highly standardized curriculum and delivery process. Although the courses were primarily instructor-and theory-centered, they also included some role plays, case studies, and action planning. On the final day of training, questionnaires on the following feedback-related issues were distributed to the instructors and participants: information sources; individual antecedents of feedback seeking; contextual antecedents related to instructor behavior and training design; and outcomes of feedback seeking. Nine instructors (100%) and 98 participants (more than 95%) completed questionnaires. According to the completed questionnaires, participants sought information about their performance frequently and from a variety of sources. Instructors were the primary source of feedback in terms of amount and frequency of feedback sought and its perceived usefulness. Nevertheless, instructors tended to overestimate the importance of the feedback they provided. The amount of feedback sought was related to judgments of relevance of the training and the teaching styles used by instructors. Feedback seeking was determined to be important in the process of management development training. (Contains 30 references.) (MN)