LECTURE 06 Feed Back and Giving Constructive Feedback

COMMUNICATION SKILLS
ENGL-1119
LECTURE-06
Feed Back, Importance of Feed
Back and Giving Constructive
Feedback
WAHEED SHAHZAD
Khwaja Fareed University of Engineering
Information and Technology
Rahim Yar khan
1. INTRODUCTION
 Information about reactions to a product, a person's
performance of a task, etc. which is used as a basis
for improvement.
 Providing constructive, effective and assertive
feedback to others.
 This may be for example, through informal or formal
supervision, or through performance appraisal

processes.
 We will also highlight insights that we have gained
in previous sections to understand the rationale

behind feedback strategies
1.1 Difficulty in providing honest feedback.
 Most of us can give honest feedback (that
people want to hear) fairly well.
 However, giving negative or critical
feedback, or information that people do not
want to hear, can be much more
problematic.
 Nevertheless, it is critical that feedback be
honest.
1.2 Reasons
 Fear of the other person's reaction. People can
become defensive and emotional when confronted
with critical feedback.
 They do not have enough concrete, objective
evidence to back up their feedback, should the

auditions refuse to accept it.
 Fear of causing tension in the work environment.
 However, giving feedback often forces a change in
this role.
1.3 Feedback Skills
 It is important to note however that practice
speakers owe their audience nothing less than clear,
honest, concise feedback, so they know where they
stand at all times.
 Audience simply will not develop their full potential.
 Feedback can also be reinforcing. If given properly,
feedback is almost always appreciated and

motivates people to improve. Honest feedback can
also strengthen.
Giving Feedback Effectively
 There are a number of guidelines toward giving feedback
effectively
• Be Specific: Feedback should highlight specific events or
examples rather than just general advice. It should also be
specific about what the person did. (Avoid generalisations
i.e. words such as ‘never’, ‘always’, ‘all’ etc).
• Offer a solution: Feedback should suggest ways of resolving
any problems. There is little or no point in offering negative
feedback where there is no way that a person can improve.
• Deliver the feedback face to face.
• Be sensitive: This is simply a reminder that feedback, even
negative feedback, should be delivered in a positive way
rather than simply attacking the other person.
Further Guidelines
 Be problem oriented, not people oriented: Feedback
should focus on issues, not the person since the individual
usually has little control over personality. It is important
that we refer to what a person does rather than to what we
think he is.
 Be descriptive, not evaluative: People more readily
receive information if the sender describes what happened
and communicates the personal effect it had, as opposed
to evaluating its goodness or badness, rightness or
wrongness.
 Own rather than disown the feedback: Use "I have a
problem with your work", not "others have been
complaining“.
 Check whether others are willing and able to accept it. One
way of checking understanding is to have the receiver try to
rephrase the feedback.
• Be open to hear new and possibly disconfirming in
information: Non-verbal behaviors such as tone of voice,
facial expression, posture and gestures, as well as choice of
words are crucial here.
• Be Validating, not invalidating, and supportive. It is
important to acknowledge the other person's uniqueness and
importance.
• Feedback should be helpful to the receiver and directed
toward behavior which the receiver can do something about. A
person gets frustrated when reminded of some shortcoming
over which he has no control. Ideally feedback should be
solicited, not imposed.
Effective Feedback
• Feedback should be regular.
• It should be reciprocal.
• It should include recommendations for
improvement.
• It should deal with decisions and action rather
than assumed intentions or interpretations.
• It should be based on information which is
objective by first hand observation.
Part 2
Giving Constructive Feedback
Techniques of Effective Feedback
 Structure for giving feedback As mentioned, situations
where you may be giving feedback to a student can range
from informal to the more formal settings.
a. Schedule the meeting: Let the student know where and
when the meeting will be held.
b. Agree on content: Agree the nature of the meeting, i.e.
that aspects of performance will be discussed. This allows
the student to prepare also.
c. Agree on process: This should include agreement on how
the meeting will proceed.
d. Agree location: Some sources advise that the person in
authority’s office is likely to activate anxiety and advise
using a neutral space or the employee’s work venue.
e. Start the discussion: This should involve open
questions. The student can raise potential problems
themselves, and is involved collaboratively from the
start.
f. Exchange Feedback: Some advocate the value of
using a ‘feedback sandwich’ when giving negative or
critical feedback. This involves surrounding the
critical with positive feedback, so that the person
hears the more positive information at the
beginning and end of the statement.
g. Develop a plan for improvement: Try and let the
student take the lead. You could then offer
suggestions to develop or improve upon their ideas.
Be more directive if the student shows an inability
or reluctance to come up with any ideas.
h. Close the discussion: Summarize what has been
agreed, and provide some sense of direction.
A checklist for evaluating your
feedback effectiveness
 Before the next situation where you will be giving
feedback to your student, think through the
following points:
i. What is your purpose in giving the feedback
ii. What specific actions do you want to reinforce or
correct? What are the consequences of the action?
iii. What suggestions might be helpful?
iv. What pitfalls might occur during this interview?
v. How do you plan to overcome the pitfalls?
After giving the feedback think through the
following:
i. Did the feedback accomplish your purposes
ii. What specifically did you do?
iii. What specifically were his/her reactions and your
reactions?
iv. Did you follow the principles of supportive
communication?
v. Where did you fall short?
vi. How well did you focus on the situation, issue, behavior
and not the person
vii. How well did you maintain the self-esteem of the other?
viii. How well did you lead by example?

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COMMUNICATION SKILLS

supervision, or through performance appraisal

in previous sections to understand the rationale

evidence to back up their feedback, should the

feedback is almost always appreciated and

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