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The Only Guide You Need to Giving Effective Feedback
The Only Guide You Need to Giving Effective Feedback
Learn how to give feedback that actually improves performance. No fluff, just actionable strategies to become a feedback pro. Your career may depend on it
The Only Guide You Need to Giving Effective Feedback
If receiving feedback is hard enough, giving feedback is even harder. I’ll unpack my views (cited by top scientific research) on the best effective way to deliver feedback from my years of experience as a leader, motivator and thought coach.
Giving effective feedback is one of the toughest challenges you'll face, especially when it's to someone you care about. It's not just about pointing out what's wrong; it's about delivering your message in a way that inspires change without sparking defensiveness or resentment. Let's dive deep into mastering the art of giving feedback that actually makes a difference.
Why Giving Feedback Is So Hard
First off, giving feedback isn't a walk in the park. It heavily depends on the other person's character, their current situation, and the dynamics between you two. What works for one person might backfire with another. That's why sharpening your persuasion skills is crucial when you're trying to help those you love.
Feedback is personal. It's tied to our sense of self and competence. When someone critiques us, it can feel like a personal attack, even if that's not the intention. Studies have shown that people often react defensively to feedback, especially if it's not delivered thoughtfully (Stone & Heen, 2014).
In professional settings, feedback can literally be a matter of life and death. For instance, in the medical field, doctors rely on precise, timely feedback to improve their skills and patient outcomes (Jug et al., 2019). So yeah, feedback isn't just about work evaluations or sports coaching—it's integral everywhere.
Feedback can trigger strong emotional responses that block our ability to process the information.
Feedback vs. Evaluation: Know the Difference
Let's get one thing straight: feedback and evaluation aren't the same. Evaluation is summative; it's a judgment, often blunt and to the point. Think of it like a final report card or a performance review that sums up how you've done over a period of time.
Feedback, on the other hand, is formative. It's like a coach giving you tips during practice to help you improve before the big game. It focuses more on how you can impact someone in a postive way. When you say, "You didn't close that deal," that's an evaluation. When you say, "I noticed you hesitated before answering the client's question; maybe try addressing concerns more directly next time," that's feedback.
According to Ende (1983), feedback should be an "informed, nonevaluative, and objective appraisal of performance intended to improve clinical skills." It's about specific behaviors and how to improve them, not about making judgments on someone's character or abilities.
Feedback is descriptive, constructive, and nonjudgmental, focusing on behaviors rather than personal traits.
The Importance of Effective Feedback
Effective feedback is the secret sauce to achieving goals and building stronger relationships. It reinforces positive behaviors and helps nip negative ones in the butt. Teams that know how to give and receive feedback outperform those that don't. It’s simple as. (Veloski et al., 2006).
But here's the kicker: not all feedback is effective. In fact, poorly delivered feedback can do more harm than good, leading to decreased performance and strained relationships. A study showed that while compliments made students feel more satisfied, constructive feedback led to better performance (Boehler et al., 2006). So, satisfaction doesn't always equal effectiveness.
Feedback Boosts Performance
Feedback helps individuals understand where they stand and how they can improve. It bridges the gap between current performance and desired goals. Regular, constructive feedback has been linked to improved clinical performance in medical settings (Veloski et al., 2006).
Feedback Enhances Learning
By receiving feedback, individuals can better self-reflect and identify their own learning needs. This is crucial for personal and professional growth. It's not just about correcting mistakes; it's about fostering an environment of continuous improvement (Jug et al., 2019).
Over time, the process of receiving feedback can help individuals self-reflect, learn to identify their own learning needs, and design improvement plans with less direct supervision.
Key Principles for Giving Effective Feedback
1. Set the Stage
Start by making sure feedback is expected and that its purpose is clear. Nobody likes being blindsided. A simple "Hey, can we chat about how that meeting went?" sets the tone for an open conversation. This aligns with the recommendations of DeLima Thomas and Arnold (2011), who stress the importance of ensuring feedback is anticipated.
Make sure feedback is anticipated: let the person know that you intend to provide some insights aimed at helping them improve
2. Use the Right Tone and Language
Your tone can make or break the message. Keep it respectful and use language appropriate for the setting. Avoid loaded words that might trigger defensiveness. According to Stone and Heen (2014), feedback often triggers emotional responses, so being mindful of your tone is crucial.
3. Focus on Specific Behaviors
Be as specific as possible. Instead of saying, "You're unreliable," say, "You missed the last two project deadlines." This keeps the conversation objective and focused. Specific feedback is more actionable and less likely to be perceived as a personal attack (Ende, 1983).
Feedback should be descriptive and based on direct observations.
4. Avoid Personal Judgments
Don't make it about the person's character. Feedback should be non-evaluative and descriptive. The moment it feels like a personal attack, you've lost them. As Jug et al. (2019) note, effective feedback targets behaviors, not personality traits.
5. Limit the Amount of Feedback
Too much feedback at once can be overwhelming. Stick to the most critical points that will have the biggest impact. Cognitive overload is real, and people can only process so much information at a time (Kalyuga et al., 2003).
Only a few elements can be processed at any one time without overloading capacity and decreasing the effectiveness of processing
6. Encourage Self-Assessment
Ask them how they think things went. This engages them in the process and can make them more receptive to your input. It's a technique supported by the Ask-Tell-Ask model, which fosters a two-way conversation (French et al., 2015).
Eliciting the learner's thoughts and feelings allows the teacher to focus their feedback
7. Create an Action Plan
Feedback without a plan is just talk. Discuss concrete steps they can take to improve. Collaborate on solutions to show that you're invested in their growth (DeLima Thomas & Arnold, 2011).
Feedback is not complete without a plan for next steps
8. Follow Up
Effective feedback is an ongoing process. Check in later to see how they're progressing. This reinforces the feedback and shows that you care about their development.
Methods of Giving Feedback
There are several structured methods to help you deliver feedback effectively. Let's explore a few.
Pendleton's Method
This is a structured approach where you encourage the person to first discuss what went well, then what could be improved. It fosters a two-way conversation.
Step 1: Ask them what they thought went well.
Step 2: Add your observations on what went well.
Step 3: Ask them what didn't go so well.
Step 4: Discuss areas for improvement.
This method encourages reflection and shared understanding, essential components for effective learning (Pendleton et al., 2003).
This structure ensures that both positives and negatives are covered, allowing for a balanced discussion
The Feedback Sandwich
You've probably heard of this one: positive feedback, constructive criticism, positive feedback. While popular, be cautious—it can come off as insincere if not done right.
Example:
Positive: "Your presentation was really engaging; the introduction grabbed everyone's attention."
Constructive: "However, the data section lacked some statistical backing."
Positive: "Overall, your confidence and delivery were top-notch."
Studies have shown that the feedback sandwich may dilute the impact of the constructive feedback and can seem contrived (Parkes et al., 2013). Use it carefully.
Feedback sandwiches affect perceptions but not performance.
Ask-Tell-Ask
This model fosters a collaborative conversation.
Ask: Begin by asking for their perspective. "How did you feel about that presentation?"
Tell: Provide your observations. "I noticed that the data section didn't include the latest statistics."
Ask: Finish by asking how they think they can improve. "What resources do you think could help strengthen that part?"
The Ask-Tell-Ask method aligns well with adult learning principles, engaging the learner in self-assessment and problem-solving (French et al., 2015).
This approach utilizes the learner's self-reflection to guide the feedback session
The One-Minute Preceptor
Often used in medical education, this method involves five microskills:
Get a Commitment: "What do you think is going on with this patient?"
Probe for Supporting Evidence: "What led you to that conclusion?"
Teach General Rules: Offer insights or guidelines.
Reinforce What Was Done Well: "You did a great job interpreting the lab results."
Correct Mistakes: "Next time, consider ordering this additional test."
This method provides immediate, focused feedback and promotes critical thinking (Neher et al., 1992).
Barriers and Triggers That Block Effective Feedback
Even with the best intentions, feedback can go south. Understanding common barriers can help you navigate around them.
Truth Triggers
If the person believes the feedback is untrue, they'll reject it. Ensure your feedback is based on direct observations and facts. According to Stone and Heen (2014), questioning the validity of the feedback blocks the message.
Solution: Provide specific examples and evidence to support your feedback.
Relationship Triggers
If there's tension or lack of trust, they're less likely to accept what you're saying. Negative past interactions can overshadow your message.
Solution: Build a strong, respectful relationship. Focus on the issue at hand, not past grievances.
Identity Triggers
If the feedback attacks their core identity or self-worth, defensiveness kicks in. People have strong emotional reactions when feedback threatens their self-concept (DeLima Thomas & Arnold, 2011).
Solution: Keep the focus on behaviors, not personality traits. Use "I" statements to express how the behavior affects you or the team.
The Gap Between Givers and Receivers
Funny thing is, most of us think we're great at giving feedback, but the receivers often disagree. Studies have shown significant discrepancies between how feedback givers and receivers perceive the interaction.
In one survey, 90% of faculty thought they successfully gave feedback, but only 16% of residents agreed (Liberman et al., 2005). This highlights the importance of not just giving feedback, but also making sure it's received as intended.
Why Does This Gap Exist?
Lack of Clarity: The feedback might not be as clear as you think.
Emotional Filters: The receiver's emotions can distort the message.
Different Expectations: There might be a mismatch in what each party considers effective feedback.
Bridging the Gap
Label the Feedback: Clearly state that you are giving feedback.
Check for Understanding: Ask them to summarize what they've heard.
Encourage Dialogue: Make it a two-way conversation to ensure clarity.
Maximising the Quality of Your Feedback
Invest in the Relationship
People are more open to feedback when they feel respected and understood. Take the time to build rapport. An educational alliance enhances the effectiveness of feedback (Telio et al., 2015).
Be Mindful of Timing
Give feedback as soon as possible after the observed behavior. Delay can dilute the message. Immediate feedback is more likely to be linked to the specific behavior and can lead to quicker improvements (Hewson & Little, 1998).
Ensure Confidentiality
Sensitive feedback should be given in private to prevent embarrassment or defensiveness. The setting can impact how the feedback is received (Jug et al., 2019).
Practice Active Listening
Make it a dialogue, not a monologue. Listen to their perspective and acknowledge their feelings. This can help mitigate defensiveness and promote openness.
Stay Committed
Feedback is not a one-off event. Be prepared for follow-up discussions and continuous support. Ongoing feedback loops foster continuous improvement.
Techniques for Receiving Feedback
Since feedback is a two-way street, knowing how to receive it is just as important.
Listen Actively: Don't interrupt or get defensive. Focus on understanding the message.
Ask for Clarification: If something isn't clear, ask questions to gain a better understanding.
Reflect Honestly: Assess the feedback objectively. Consider its validity and how it applies to you.
Express Gratitude: Thank the person for their input, even if it's hard to hear.
Implement and Follow Up: Show that you're taking it seriously by making changes and checking in later.
Jug et al. (2019) emphasize that receiving feedback effectively involves recognizing feedback moments, managing emotional responses, and engaging in self-reflection.
Overcoming Barriers to Effective Feedback
For Givers:
Lack of Time: Schedule dedicated time for feedback sessions.
Fear of Negative Reaction: Remember that constructive feedback leads to growth. Approach the conversation with empathy.
Uncertainty: If you're unsure how to give feedback, consider training or workshops to improve your skills.
Barriers to feedback can be overcome by setting clear goals and objectives related to performance
For Receivers:
Emotional Triggers: Be aware of your emotional responses and try to manage them.
Fixed Mindset: Adopting a growth mindset makes it easier to accept and utilize feedback (Dweck, 2006).
Overconfidence or Lack of Confidence: Strive for self-awareness to accurately assess your abilities.
A growth mindset views failure as a learning opportunity
Case Study: The Disconnect in Feedback Perception
A study involving surgery faculty and residents revealed a significant gap in feedback perceptions. While over 90% of faculty believed they provided immediate, concrete feedback, less than 20% of residents agreed (Liberman et al., 2005).
Key Takeaways:
Explicit Labeling: Faculty may think they're giving feedback, but if it's not explicitly labeled, residents might not recognize it.
Quality Over Quantity: The effectiveness of feedback isn't just about how often it's given, but how it's delivered and perceived.
Feedback Training: Both faculty and residents can benefit from training on how to give and receive feedback.
Conclusion
Mastering the art of giving effective feedback isn't easy, but it's absolutely worth it. By focusing on specific behaviors, using the right tone, and being mindful of potential barriers, you can make your feedback not just heard, but valued.
Remember, the goal is to help the other person grow while strengthening your relationship. So next time you're in a position to give feedback, take a moment to prepare and approach it thoughtfully. You've got this.
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References
Boehler, Margaret L et al. “An investigation of medical student reactions to feedback: a randomised controlled trial.” Medical education vol. 40,8 (2006): 746-9. doi:10.1111/j.1365-2929.2006.02503.x
Thomas, Jane DeLima, and Robert M Arnold. “Giving feedback.” Journal of palliative medicine vol. 14,2 (2011): 233-9. doi:10.1089/jpm.2010.0093
Ende, J. “Feedback in clinical medical education.” JAMA vol. 250,6 (1983): 777-81.
French, Judith C et al. “Targeted Feedback in the Milestones Era: Utilization of the Ask-Tell-Ask Feedback Model to Promote Reflection and Self-Assessment.” Journal of surgical education vol. 72,6 (2015): e274-9. doi:10.1016/j.jsurg.2015.05.016
Hewson, M G, and M L Little. “Giving feedback in medical education: verification of recommended techniques.” Journal of general internal medicine vol. 13,2 (1998): 111-6. doi:10.1046/j.1525-1497.1998.00027.x
Jug, Rachel et al. “Giving and Receiving Effective Feedback: A Review Article and How-To Guide.” Archives of pathology & laboratory medicine vol. 143,2 (2019): 244-250. doi:10.5858/arpa.2018-0058-RA
Sender Liberman, A et al. “Surgery residents and attending surgeons have different perceptions of feedback.” Medical teacher vol. 27,5 (2005): 470-2. doi:10.1080/0142590500129183
Neher, J O et al. “A five-step "microskills" model of clinical teaching.” The Journal of the American Board of Family Practice vol. 5,4 (1992): 419-24.
Parkes, Jay et al. “Feedback sandwiches affect perceptions but not performance.” Advances in health sciences education : theory and practice vol. 18,3 (2013): 397-407. doi:10.1007/s10459-012-9377-9
Dunn N. The New Consultation: Developing Doctor–Patient Communication. J R Soc Med. 2004 Jan;97(1):45. PMCID: PMC1079275.
Telio, Summer et al. “The "educational alliance" as a framework for reconceptualizing feedback in medical education.” Academic medicine : journal of the Association of American Medical Colleges vol. 90,5 (2015): 609-14. doi:10.1097/ACM.0000000000000560
Veloski, Jon et al. “Systematic review of the literature on assessment, feedback and physicians' clinical performance: BEME Guide No. 7.” Medical teacher vol. 28,2 (2006): 117-28. doi:10.1080/01421590600622665
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