We are continually receiving and giving feedback. Whether explicit through oral or written language, or implicit in gestures or tone of vocalisation, feedback conveys information about behaviours and offers an evaluation of the quality of those behaviours. While it is easy to have feedback personally, strive to perceive it as a learning opportunity. Feedback can reinforce existing strengths, keep goal-directed behaviour on form, clarify the furnishings of behaviour, and increment recipients' abilities to detect and remedy errors on their ain. Utilize the tips below to receive and requite feedback finer.

Receiving feedback effectively

  • Listen to the feedback given. This means non interrupting. Hear the person out, and listen to what they are really saying, not what you assume they will say. You can absorb more than data if y'all are concentrating on listening and agreement rather than being defensive and focusing on your response.
  • Exist aware of your responses. Your body linguistic communication and tone of phonation often speak louder than words. Attempt to avert putting up barriers. If yous look distracted and bored, that sends a negative message too. Considerateness, on the other hand, indicates that y'all value what someone has to say and puts both of y'all at ease.
  • Be open. This means beingness receptive to new ideas and different opinions. Often, in that location is more than ane way of doing something and others may have a completely dissimilar viewpoint on a given topic. You may learn something worthwhile.
  • Understand the bulletin. Make sure y'all empathise what is being said to you, especially before responding to the feedback. Ask questions for clarification if necessary. Mind actively by repeating central points so that you know y'all have interpreted the feedback correctly. In a group surround, ask for others' feedback earlier responding. Likewise, when possible, exist explicit equally to what kind of feedback you are seeking beforehand and then you are non taken by surprise.
  • Reflect and make up one's mind what to practise. Appraise the value of the feedback, the consequences of using it or ignoring it, and and so determine what to do because of it. Your response is your selection. If you lot disagree with the feedback, consider asking for a second opinion from someone else.
  • Follow up. There are many means to follow upwards on feedback. Sometimes, your follow-upward will simply involve implementing the suggestions given to you. In other situations, y'all might want to set up another coming together to hash out the feedback or to re-submit the revised work.

Giving effective feedback

Prioritize your ideas. Limit your feedback to the most of import problems. Consider the feedback'due south potential value to the receiver and how y'all would answer – could you act on the feedback? As well, likewise much feedback provided at a single time can be overwhelming to the recipient.

  • Concentrate on the behaviour, not the person. One strategy is to open by stating the behaviour in question, then describing how y'all feel virtually it, and ending with what yous desire. This model enables you to avoid sounding accusatory by using "I" and focusing on behaviours, instead of causeless interpretations. Case: "I haven't seen yous in class in for a week. I'm worried that yous are missing important information. Tin can we meet shortly to talk over information technology?"
    Instead of: "You apparently don't care about this course!"
  • Residual the content. Use the "sandwich arroyo." Brainstorm past providing comments on specific strengths. This provides reinforcement and identifies the things the recipient should keep doing. Then identify specific areas of comeback and means to make changes. Conclude with a positive comment. This model helps to bolster conviction and keep the weak areas in perspective. Example: "Your presentation was slap-up. You made proficient heart contact, and were well prepared. You were a piddling hard to hear at the dorsum of the room, only with some exercise yous tin overcome this. Keep up the adept work!" Instead of: "You didn't speak loudly plenty. However, the presentation went well."
  • Be specific. Avoid general comments that may exist of limited employ to the receiver. Effort to include examples to illustrate your statement. As well, offering alternatives rather than just giving advice allows the receiver to make up one's mind what to do with your feedback.
  • Be realistic. Feedback should focus on what can exist changed. Information technology is useless and frustrating for recipients to get comments on something over which they have no control. As well, remember to avoid using the words "always" and "never." People's behaviour is rarely that consistent.
  • Own the feedback. When offer evaluative comments, utilise the pronoun "I" rather than "they" or "one," which would imply that your stance is universally agreed on. Remember that feedback is simply your stance.
  • Be timely. Seek an appropriate time to communicate your feedback. Being prompt is key since feedback loses its impact if delayed too long. Delayed feedback can too cause feelings of guilt and resentment in the recipient if the opportunity for improvement has passed. Equally well, if your feedback is primarily negative, take time to prepare what you will say or write.
  • Offer continuing support. Feedback should be a continuous process, not a 1-time event. After offer feedback, brand a conscious effort to follow up. Permit recipients know you are bachelor if they have questions, and, if appropriate, inquire for another opportunity to provide more feedback in the future.

Resources

  • Dempsey, J.V. and Thousand.C. Sales (Eds.). (1993) Interactive Instruction and Feedback. Educational Technology Publication. NJ: Englewood Cliffs
  • London, G. (1997) Task Feedback: Giving, Seeking, and Using Feedback for Performance Comeback. Mahwah, NJ: Lawrence Erlbaum Associates
  • McGill, I. and L. Beaty (1995) Activity Learning. 2nd Ed. London: Kogan Page Ltd.

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