BSCOM 310T UOPX Wk 5 Importance of Feedback Discussion Questions

BSCOM/310T Interpersonal Communication
Topic 11: Feedback—Giving and Receiving Criticism
11.1Feedback
Feedback Transcript
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LEARNING OBJECTIVES
1. Understand the meaning and value of constructive feedback in the workplace,
appreciating that what is said may in fact be less important than how it is said.
2. Identify and examine the three forms of constructive feedback as well as the four
relational contexts in an organization within which they’re most likely to appear.
3. Learn effective strategies for giving constructive feedback in the workplace, identifying
the most common pitfalls to the process in order to recognize and avoid them.
4. Learn effective strategies to receive constructive feedback in the workplace,
recognizing that the success of the process requires all parties’ willing attention and
accountability.
5. Identify and examine the fundamental practices—especially those relative to an
organization’s leaders—necessary to building a feedback culture and how their mastery
can improve an organization’s overall productivity.
Constructive Feedback
Figure 11.1: Constructive feedback.
Photo by Polina Zimmerman via Pexels.
Constructive feedback is intended to affect interpersonal behavior with the goal to
improve individuals’ performance within an organization. But achieving desirable
ends requires overcoming considerable odds. Giving and receiving constructive
feedback in the workplace is complicated. To start, it’s often negative, given that one
expresses constructive feedback by articulating others’ weaknesses and mistakes.
This is unpopular, to say the least, since it’s the rare recipient who relishes being told
his or her faults. Usually, it generates defensive and dispirited reactions instead.
Anticipating this can be difficult for both parties, causing most to avoid feedback
entirely. But avoiding constructive feedback helps no one. Without feedback or any
kind of concerted managerial engagement, more than half of American employees
report feeling isolated and undervalued.1 So, it’s fortunate that there are a number of
strategies designed to give and receive constructive feedback in ways that are
truthful and transparent while also being respectful, helpful, and effective.
11.2Types of Feedback
You may recall that feedback, as a component of effective listening, involves words of
encouragement like “I understand,” “yes,” “uh-huh,” or “I’m listening.” This is not the
same as constructive feedback, which we’ll define instead as the act of
communicating with someone about his or her behavior with a view to change it. It’s
not uncommon to relate this type of feedback solely to the oft infrequent and formulaic
performance reviews with upper management. But constructive feedback can occur as
casually and simply as one colleague saying to another, “You explained that really
well, but not everyone was listening. Why don’t you consider leading the meeting next
time instead of waiting until the end?” This, and countless other examples of
constructive feedback in the workplace, can be categorized into three forms, which
can appear within four relational contexts. We’ll outline them all here.
Forms
Figure 11.2: Form.
Photo by Christina Morillo via Pexels.
Form refers to the manner by which feedback is communicated. Through the
feedback process, a receiver will be equipped with the sender’s perspective about
ways to adjust his or her tone, style, delivery, wording, timing, and gesturing in order to
improve understanding and impact. When structured feedback is unwelcome or
ignored, a sender’s sentiment tends to be expressed unconsciously anyway through
negative behaviors—say, by holding a grudge or offering curt replies to otherwise
innocuous questions. We’ll refer to the following scenario to demonstrate each of the
three forms of feedback.
Hollis’s boss has just observed his presentation to a prospective client. He’s
underwhelmed by Hollis’s performance, especially given that he’s been working with
the company for six years.
Form 1: Descriptive Feedback
Descriptive feedback is a critique of how an individual’s message has been
communicated. Referring to the scenario above, Hollis’s boss might tell him that his
performance was hurried or missing some key pieces of information. Perhaps he was
lacking energy or passion for the product. Notably, the boss’s feedback would focus
on Hollis’s behavior, not his person. Curt, descriptive feedback in this instance might
be something like the following:
“Your delivery was underwhelming, Hollis. You forgot to address one of the main
objectives of this project, and the slide deck was an eyesore.”
Form 2: Evaluative Feedback
Evaluative feedback offers a reflection of the individual who is communicating a
given message. Referring to the scenario above and keeping in mind the boss’s
descriptive feedback, evaluative feedback might include such notes that Hollis
appeared unprofessional, underprepared, or dispassionate. This evaluation would
focus on Hollis as a presenter rather than the content of his presentation. An example
of evaluative feedback might be something like the following:
“The client didn’t look impressed, Hollis, and I think it had a lot to do with the attitude
you displayed. You came off as uninterested and unenthusiastic. I know you’re better
than that.”
Form 3: Prescriptive Feedback
Prescriptive feedback indicates how an individual should communicate in a given
context in order to produce a better outcome. Referring to the scenario above, Hollis’s
boss might suggest ways Hollis could polish his presentation, whether spending more
time preparing, including attractive visuals, or adding time for Q&A to better engage
the audience. It’s helpful if prescriptive feedback is requested since whatever feedback
is relayed will be more likely to be received openly and without pushback. Forced
suggestions often hit a wall of defense and aren’t readily accepted. An example of
prescriptive feedback relative to our example above might be something like the
following:
“I see your enthusiasm for the project when you’re working in-house, Hollis, so
maybe it’s just a case of nerves under pressure. I’d like to schedule public speaking
training and suggest sitting in on your supervisor’s next pitch. She’s a pro and might
inspire a more confident approach.”
Relational Contexts
Figure 11.3: Relational context.
Photo by fauxels via Pexels.
Though feedback can indeed be delivered in writing as a survey, questionnaire results,
employee evaluations, or exam results, we’ll be focusing our attention on verbal
feedback expressed in interpersonal settings. As such, relational context will refer to
whoever is involved in the feedback process, whether two individuals, a group, or a
combination of the two. We’ll reference the following scenario to demonstrate each of
the following contexts:
It’s been three weeks since the company implemented its latest scheme to enforce
employee punctuality. Executives were blaming decreased productivity in the first
quarter on the majority of employees arriving late to work.
Relational Context 1: Procedural Feedback
Procedural feedback indicates how effective an individual or group’s communicated
intentions are for a target audience. Referring to the scenario above, this could come
in several forms. One could be any change in behavior observed by scheme designers
after its implementation. Another could perhaps come in the form of prescriptive
feedback from the minority of employees who were never late and who feel punished
by the new scheme. Any procedural feedback would ideally lead to modifications that
would improve the original plan.
Relational Context 2: Relational Feedback
Relational feedback indicates how members of a group relate to one another. In the
scenario above, relational feedback could indicate how different departments within an
organization may cooperate differently. Perhaps creative team members have
shrugged off their responsibility to follow company hours since their supervisor always
shows up late. This feedback may go a long way to improving poor collaborative
performance and siloing. The marketing department, meanwhile, might attribute its
increasing quarterly sales to regular peer check-ins that keep everyone engaged and
on time.
Relational Context 3: Individual Feedback
Individual feedback pertains to the behavior of a particular person within a group or
department. Referring to the scenario above, it could be that a manager’s tardiness
has unintentionally encouraged the same behavior from all of his or her direct reports.
For example, “If our boss is late, we can be, too.” It may also be true that the individual
is unaware of the effect his or her transgression has had on the team rather than
blatantly going against company policy to suit his or her personal needs. Individual
feedback in this case would aim to enlighten the individual by employing all three
forms of feedback to encourage a change in personal behavior on behalf of the team.
Relational Context 4: Group Feedback
Group feedback pertains to the behavior of an entire group. Referring to the above
scenario and keeping in mind our hypothetical relational feedback, group feedback
could indicate how and why creative team members aren’t cooperating. Perhaps there
are particular dynamics within the group—say, two individuals who don’t get along or
an absentee leader—that lend to dysfunctional group dynamics. Group feedback
would aim to identify the root of the problem so that group members could learn to
work together to mend ways. Individual feedback to the creative supervisor may be
essential to seeing long-term results.
Whatever the form or context, feedback should not be viewed as a negative process.
Constructive feedback, as its name suggests, presents an opportunity to build or
reconstruct behavior and ideas to be stronger and more effective. Thoughtfully
articulated and gracefully received, constructive feedback can raise awareness,
enhance goals, and encourage deeper learning.
11.3Giving Constructive Feedback
Feedback can be fickle. If it is too direct or issued by surprise, feedback recipients will
likely become defensive, even argumentative. If it is too vague or too subtle, recipients
won’t get the hint and will continue unenlightened and unfazed. Getting feedback
right—achieving a firm but gentle delivery while being considerate of timing and
circumstance—takes confidence and finesse. But it’s not impossible. Effective tools
exist to empower the senders among us who tend to avoid confrontation, including
methods to manipulate language in such ways as to put even the most egregious
offender at ease. Don’t mind the hurdles blocking the way; these strategies are proven
to clear the most common feedback errors so you can get on with business.
Figure 11.4: Feedback.
Photo by Ketut Subiyanto via Pexels.
Let’s begin by debunking the commonly held misconception that no one likes
feedback. According to research, more than half of employees polled prefer corrective
feedback to simple praise, with 72 percent going so far as to link corrective feedback
to improved performance.1 With this knowledge, it may be a little easier to believe that
providing constructive feedback doesn’t have to mean you’re a “bad guy” but someone
who cares and is willing to invest in an employee’s professional development. But
there is still a right way to go about it.
I, not you: Don’t make it about the individual, but rather make it about the individual’s
behavior. Too often criticism starts with finger-pointing—“You did this,” or “You did that.” Try
stating your feedback as an opinion or thought, as in, “I think X, Y, Z could have been
improved by A, B, C,” or “I don’t believe that’s what we’d talked about.” Blaming first and
attributing second is a recipe for despondence.
Forward march: Along those lines, focusing on what can’t be undone isn’t particularly
helpful. A mistake or one’s less than optimal behavior is a lesson to learn from, not
something to dwell upon. Your constructive criticism should be as focused on new goals
and optimization as possible.
It’s not about me: As an extension of “I, Not You,” asserting that your feedback is an
opinion isn’t enough; to remain objective, feedback must be grounded in something
concrete. “I didn’t like it” isn’t helpful because it provides no context or perspective within
which to consider a change. Without supporting details, vague feedback can grow doubt
and insecurity within the recipient and discourage any willingness to attempt change.
Don’t hit and run: Feedback isn’t constructive if you criticize and carry on. To be effective,
constructive feedback must show you care about the recipient’s growth, even if it is for the
sake of the team. This kind of investment means offering direction about how to amend an
observed fault and seeing to it that the individual has the support he or she needs to follow
through. Don’t do what author and CEO Kevin Higgins calls the Seagull Model: “Fly by,
poop, and fly on.”2
Effective Strategies
Figure 11.5: Effective strategies.
Photo by Thirdman via Pexels.
With what not to do out of the way, let’s turn our attention to some of the most effective
strategies for giving constructive feedback. In most cases, success is a two-way street
and is less about what is said and more about how the feedback is broached and
articulated. We’ll refer to the following scenario to demonstrate each of the following
contexts:
Mina has been on the job for four months and continues to miss the mark on a
number of her responsibilities. Mina’s supervisor has received some complaints from
her colleagues but has also observed some of Mina’s behaviors herself. Mina’s
supervisor would like Mina to improve her performance.
Approach Respectfully
In one respect, it may seem advantageous to spring feedback on an employee simply
so he or she won’t have to anticipate a scheduled meeting with the boss with worry or
doubt. In many workplaces, these one-on-ones don’t happen often, so when they do,
invitees tend to think the worst. But, as we’ve already established, dropping a bomb of
negativity is far worse. Referring to the example above, Mina’s supervisor might
consider setting a meeting to speak with Mina privately. This demonstrates respect for
Mina and the issue by limiting external distractions and allotting adequate time to talk
through feedback.
Begin with the End in Mind
It can be helpful when delivering feedback to begin by clearly stating the desired
outcome rather than the problem. Articulating the goal of the feedback lays a positive
foundation for any constructive criticism that may follow. If we refer to our example
above, Mina’s supervisor might accomplish this by making clear the way or ways in
which she’d hope to see Mina improve her performance. By framing the feedback as
an opportunity for growth, any criticism will feel less personal and more about helping
the organization as a whole.
Sandwich with a Side of Questions
Figure 11.6: Include questions.
Photo by MART PRODUCTION via Pexels.
Positive-negative-positive has long been the preferred method for giving feedback:
acknowledge what’s been done well, lay on the negativity, and close on a high note.
The script is so familiar, in fact, that it’s often rendered ineffective. Consider the times
when someone who rarely has a kind word approaches you to ask a favor and
suspiciously says, “You look nice.” The common retort is usually something like, “What
do you want?” In other words, the recipient knows he or she is being primed for bad
news. This happens often with feedback and can delay the agony for the listener who
knows bad news is coming but must wait for it. We suggest the following approach
instead.
1. Ask the individual what he or she has done well.
2. Tell the individual your opinion about what he or she has done well.
3. Ask the individual what he or she would change.
4. Suggest to the individual what he or she should change.
This style of feedback instills confidence in the individual. Rather than simply
becoming an object of criticism, he or she is invited to reflect upon his or her own
behavior in order to help design the solution. Referring to our example above, Mina’s
supervisor may begin the conversation in the following manner:
“Thank you for setting aside time to meet with me this afternoon, Mina. I understand
you’re still working on a project for the finance department. What do you think has
gone well so far?”
Be Specific
Following right along, it’s important any feedback be specific to an individual’s
behaviors. As we stated earlier, vague feedback is as good as no feedback. In order to
make it actionable, opinions offered are more effective if founded in concrete
examples of observed or documented behavior. The following demonstrates how
Mina’s supervisor should not reply:
Figure 11.7: Be specific.
Photo by Christina Morillo via Pexels.
“You know, Mina, you’ve been here for four months, and you’re still not getting X, Y,
and Z right.”
This approach breaks most of the rules, but if we focus solely on clarity, Mina’s
supervisor has failed to provide an adequate frame of reference within which to root
her complaints. In other words, if Mina’s supervisor doesn’t first identify what the
performance standards are, she can’t expect Mina to understand why her own
behavior is in error. Instead, she might try the following:
“As department supervisor, I have the privilege and responsibility to help all my staff
meet performance standards, which are X, Y, and Z. I’ve noticed, Mina, that you do X
very well, and I encourage you to keep up the good work. Where I see room for
improvement is doing Y more . . .”
As long as Mina’s supervisor follows through with the third and fourth steps as
outlined, Mina should be equipped with the information and support necessary to
make the changes she’s envisioned and that have been corroborated by her
supervisor. Leaving time to address any lingering questions and provide feedback on
the feedback process itself—stating whether it was useful or confirming next steps—
can be helpful to ensure neither party leaves the conversation without adequate
direction.
Manage Expectations
Despite our best efforts, skillfully delivered feedback still may not be well received. It’s
the nature of the beast; criticism, however constructive, can be hard to hear. So, try to
help yourself and consider the factors you can control, like timing and environment.
Don’t wait until six months after something has happened to talk about it. Schedule a
meeting in private to discuss events and sentiments while they’re still fresh—but not
too fresh. Broaching constructive criticism while someone is angry or frustrated is
likely to be counterproductive.
11.4Receiving Constructive Feedback
Receiving Constructive Feedback Transcript
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In order for feedback to be effective, it must be clearly heard, understood, and
accepted. Barring these, little can be expected to change. For this reason, feedback
must be articulated clearly and with ample opportunities for clarification. But even if
that’s done, feedback can still fall flat since recipients of feedback are also responsible
for its success. We’ll address the best strategies for receiving feedback in this section,
including how to get clear on change.
Being Open to Change
The unfortunate truth is not everyone is adept at giving feedback. In fact, few seem to
follow the suggestions we’ve just outlined. As a result, it’s imperative that those in
position to receive feedback be equipped with the means to tactfully and professionally
handle whatever comes their way. The following steps can help one prepare for such
occasions:
Get Out of Your Own Way
Figure 11.8: Get out of your own way.
Photo by Burst via Pexels.
The minute you receive an email invitation for feedback or get a tap on the shoulder
for a chat with your boss, check your gut response and dismiss it. Chances are good
that your first thought will be negative, and bringing negativity to negativity, however
artfully it’s crafted, won’t help. Try instead to remove all reaction; even positivity can be
unhelpful by setting unrealistic expectations. Take a breath to introduce possibility into
the equation and erase any facial expressions that might give away your position.
Think Big
No matter the source—though especially in the case of a peer review—constructive
feedback can feel like a personal attack. To avoid an inclination to bury the speaker in
quips and comebacks, try keeping in mind the bigger picture: feedback is designed to
make you better. Granted, it may not come across that way, but consider the
speaker’s intentions. Executed effectively, feedback can improve skills, work
performance, and relationships as a means to better meet the expectations of the
organization overall.
Listen and Be Thankful
Figure 11.9: Listen and be thankful.
Photo by LinkedIn Sales Navigator via Unsplash.
Above all, listen. Even when facing an onslaught of negativity, a recipient must cut
through any inner dialogue to silence the mind and listen to what’s being said. Keeping
eyes open, they must also pay attention to what’s not being said, since we’ve learned
how a speaker’s body language and gestures often say more than their words.
Without interrupting and after the speaker has finished, a good listener will provide his
or her own feedback by repeating to the speaker what he or she heard to ensure they
understood correctly. Few people relish giving bad news, so try to exercise some
compassion in the process and thank the speaker for investing time and interest in
their employees’ professional development.
Get Clear
Thoughtful feedback delivery will include an invitation for feedback from the listener. If
it doesn’t, and one isn’t satisfied with the feedback he or she has received, the listener
must assert responsibility to ask questions necessary to gain clarity.
Figure 11.10: Get clear.
Photo by neONBRAND via Unsplash.
The following points of clarification apply to a scenario in which an employee had lost
his temper during a meeting:
If feedback is void of specific examples, the listener might say:
“That’s accurate; I was feeling angry, but can you tell me at what point in the meeting
you thought I started losing my cool?”
If feedback doesn’t make clear which behavior is objectionable, the listener might say:
“I remember cutting him off mid-sentence, but I apologized for that immediately. Was
there another incident you were referring to?”
If feedback doesn’t indicate a history or pattern of like behavior, the listener might ask:
“Have you noticed me losing my temper in other meetings?”
If feedback doesn’t include suggested ways forward, the listener might ask:
“I appreciate you calling my attention to this. Do you have any ideas as to how I
might maintain composure in the future?”
If feedback is void of actionable details, the listener might ask:
“When you said . . ., would it be accurate to say that you meant . . .” or “Have I
understood correctly that when I did . . . , others in the meeting reacted . . .”
Asking questions to gain clarity isn’t something to be ashamed of. If the speaker is
truly invested in effecting change, then he or she should be respectful of any questions
intended to facilitate that change.
11.5Creating a Feedback Culture
By creating a culture where honest, thoughtful feedback is valued, organizations
raise employee morale, increase rates of retention, and improve overall
performance. Optimally, this means organization leaders engage in consistent
feedback sessions with their staff, especially in virtual settings where human
connection is critically challenged. Regular, even daily, feedback sessions can
diminish the instinctive negativity often assigned to constructive feedback. A chat
with the usually absent boss once a term can only mean bad news, right? If it’s
happening once a week, perhaps not. The goal of creating a feedback culture is to
foster a safe space for open communication where feedback becomes a casual part
of daily conversation, and supporting another’s professional development is as
important as improving one’s own skills. As always, it’s about getting along for the
sake of the team, and it starts by being proactive.
Figure 11.11: Feedback culture.
Photo by Jopwell via Pexels.
Invite feedback. Leaders should encourage employees to seek feedback on their own
terms rather than limit such conversations to periodic feedback sessions that are often highpressure affairs attached to promotions or career advancement. But for this to work, there
must already be a culture of trust; without it, employees won’t likely give feedback honestly
for fear of punishment. And who could blame them? One way to break the ice is for leaders
to invite employees to give them feedback. This can very quickly level the playing field as
long as employee feedback is respected and acted upon.
Promote feedback. Feedback mustn’t only exist within an organization’s hierarchical
structure. Peer feedback can be equally, if not more, effective as listeners may feel less
patronized and more supported. Ideally, this style of feedback should mix positivity and
constructive criticism and is more likely to be effective since peer feedback can happen
more consistently and in more casual settings. Research indicates that clear, transparent
communication between internal employees can boost productivity by 25 percent. 1 This is
because individuals who are sought after and trusted for their feedback feel more valuable
to the organization for being able to help a fellow colleague. This practice can be a natural
lead-in to mentorship.
Prioritize learning. We’ve already discussed the value of establishing a learning culture
where mistakes are shared as opportunities to grow. Feedback—given that its intention is to
build or reconstruct behavior to be stronger and more effective—fits right in. An organization
must never operate as if it’s reached the pinnacle of success; there’s always room for
improvement. Future-oriented business structures will make room for growth, including
growth and adaptation of processes and individuals’ performance. Emphasizing employee
training and providing employees with the resources they need to succeed allows them to
make good on feedback goals and plans for professional development.
Offer feedback training. If the breadth of this topic is any indication, giving and receiving
feedback is a skillset few leaders and their employees have mastered, yet all could benefit
from. One way to amend this is to offer feedback training. In fact, if developing a feedback
culture is the goal, mandatory training can be a perfect way to get everyone on the same
page right off the bat. Feedback training would present an opportunity for consistent,
structured feedback to be the default practice rather than something for employees to adjust
to. Peer feedback, for example—either complementing or in lieu of feedback from one’s
superior—can more readily become a comfortable process built naturally into the workday.
With adequate training, employees will have a framework by which to navigate more
challenging feedback conversations.
Normalize feedback. We’ve touched on it briefly, but an essential aspect of creating a
feedback culture is to make feedback a more natural part of employees’ everyday
experience. But however thorough the training or effective the examples set by leadership,
some individuals will always shy away from feedback due to their own entrenched fears or
insecurities. Changing the process dynamics can help. Since not everyone feels
comfortable facing off for intimate feedback sessions, leadership might consider employing
online feedback platforms, conducting small group feedback sessions, or incorporating
feedback into team meetings. By transforming the process to make it feel less personal and
more collaborative, some may feel more at ease talking about went well and what didn’t.
Be the change you want to see. Any time a new culture is established in the workplace,
an organization’s leadership must walk the talk and participate in all aspects of the practice,
too. If that means receiving feedback themselves, leaders must be willing to change their
own behavior according to the feedback they’ve received, even from lower-level employees.
This accountability will be contagious since the majority of employees have a tendency to
follow their leaders, especially if they see a leader heeding their advice. But even when
giving feedback, leaders who want to build a robust feedback culture must commit to
helping employees navigate actions that have been suggested, whether that means
incentivizing follow-through with positive reinforcement or providing the resources or training
necessary to master new ways of working.
11.6Summary
Figure 11.12: A positive workplace.
Photo by Canva Studio via Pexels.
Ironically perhaps, constructive feedback creates a more positive workplace.
Employees harboring negativity and pent-up angst simply don’t work well together.
Those who are able to comfortably and effectively air their grievances and
suggestions using the strategies we’ve described will break down communication
barriers and create opportunities for collaborative growth. Not only does this practice
lead to greater productivity but it also raises an organization’s rates of retention.
Employees who feel ill-equipped to change behavior or whose professional
development isn’t supported will likely leave an organization for another. Talented
workers crave a challenge. The only way to keep them on the payroll is to build a
feedback culture that inspires improvement and innovation. Indeed, consistent,
constructive feedback between supervisors and their direct reports or amongst peers
and team members helps the organization as a whole. The more employees feel
comfortable and trusted for sharing honest feedback, the more willing they’ll be to
accept and apply feedback they receive. An organization that is open and honest
with itself can reach its objectives at a faster rate and even open new areas for
growth.
BSCOM/310T: Interpersonal Communication
Week 5 Discussion – Beating the Odds
Materials
Textbook
Vannella, E. (2021). Interpersonal communication. MyEducator.
Tools
MyEducator®
Respond to the following prompt in a minimum of 175 words.
This week, you have learned how critical feedback can be in the workplace, affecting everything
from employee morale and productivity to an organization’s performance and rates of
retention.
If feedback were always positive, it would always be a pleasure to share and to hear.
But it is not. In fact, constructive feedback is designed to right a wrong or steer errant behavior
in a new direction. Receiving feedback can be challenging but doing so can be the perfect
practice ground for giving it.
You have just observed a colleague pitching new business to a prospective client. His
presentation lacked visual aids and demonstrated little passion or vested interest. Articulate
how you might give your colleague constructive feedback after such an underwhelming
performance.
•
•
•
•
Where will you host the feedback session?
How will you start the conversation?
How will you handle negative feedback from your colleague?
How can you be more empathetic?