Good feedback, bad feedback, positive feedback or negative feedback. The terms are many and they can be confusing. Sometimes so confusing that it can create misunderstandings and confusion. Therefore, we will introduce the concept of quality in relation to feedback.
These elements are central to high quality feedback
Low-quality feedback can look many different ways. It can be expository. It can be empty of information. It can be confusing. It can be perceived as patronising. It may be perceived as irrelevant. All these things are not appropriate if we want to use feedback to build strong relationships and good performance.
To ensure that your feedback is perceived as rewarding, motivating and fruitful, keep an eye on these 3 things when giving feedback:
- Start with a considerate intention
It is crucial that your good intention shines through in your feedback. The recipient should never be in any doubt that you are investing in them. The feedback must be based on a desire to create learning, development, reinforce behaviour, strengthen the recipient's self-image or recognise the recipient. If your considerate intention shines through clearly, you can (almost) deliver your feedback in any way.
The opposite of a considerate intention with the recipient at the centre is seen when feedback is given as a drain. Because you need to say something, regardless of what the recipient might use it for.
- Motivateto learn
Feedback and learning are closely related, but should not be confused. Just because you have given feedback does not mean that the recipient has learned anything. We aim for feedback to create a learning outcome and for your good point to be taken on board by the recipient. Otherwise, in many situations, feedback will feel like a waste of time, and nobody wants to waste time. Therefore, we should try to give ourselves good conditions to create learning together with the receiver.
Here is a list of things that can increase the likelihood of learning:
- That the recipient has confidence in you
- That you are a trustworthy sender of this particular feedback
- That the recipient can recognise themselves in your feedback
- That the recipient has agreed to receive feedback from you, right now
- That you use concrete examples in your feedback
- That your feedback presents an attractive benefit
- That the recipient feels he has a say
- That the feedback contains information
- That you and the recipient are in a stable emotional state
- Createa sustainable practice
Is it now also not allowed to use unnecessary plastic packaging in your feedback? Let's not talk about plastic now - let's look at sustainability in relation to relationships. It's no good if your feedback "wears down" the relationship with your recipient so that they won't seek you out for feedback in the future. You should therefore aim to ensure motivation, involvement and balance in your feedback. One way to achieve this is to consider the relationship between your retentive and corrective feedback. Does your feedback focus on your recipient's flaws or strengths?
A study by Paul Green actually shows that we avoid sources of critical feedback if possible. After all, who wants to listen to a colleague who only offers fault-focus and harsh criticism? We can't afford for feedback to have a major negative impact on our relationships with our colleagues.
A mindset rather than a model
You may feel that this framework leaves a lot of room for you to organise your feedback - and that's absolutely right. This is not a guide to how to give your feedback, but rather a mindset that you can rightly put down on your approach to feedback.
To learn more about how to become a better feedback receiver, listen to this episode of the Feedwork Radio podcast.
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