Feedback is the engine of growth - offering clarity, challenge, and direction. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting blog posts I wrote in 2018 and 2019. Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, including additional research.
We’ve all been there: the feedback sandwich that feels more like a criticism wrapped in two stale pieces of praise, or the vague "good job" that leaves you wondering what you actually did well. Facilitating feedback that is heard and acted upon is a critical competency in any professional setting. Fortunately, a wealth of research has illuminated the key ingredients for turning feedback from a dreaded formality into a powerful tool for growth and development.
Effective feedback is about closing the gap between a person's current performance and a desired goal. It’s a process of providing information that helps individuals understand where they are, where they need to be, and how they can get there.
Be Specific and Behavioral
One of the most consistent feedback research findings is the importance of specificity. Vague comments are difficult to act on. Instead of saying, as a teacher, “Your essay needs to be more organized,” try saying, “I noticed that your main points are all in a single paragraph. Try dedicating a separate paragraph to each key idea and use transition sentences to guide the reader from one point to the next.” Now let’s look at an administrator example. Instead of saying something vague like, "You need to improve student engagement," a principal could provide specific, actionable feedback by saying: "During my observation of your history lesson, I noticed that you shared fantastic information, but some students in the back seemed to lose focus during the lecture portion. To help keep everyone actively involved, you could try incorporating a 'turn-and-talk' after introducing a key event. This would give students a moment to process the information and discuss it with a peer before you continue." This focuses on a specific, observable behavior and provides a clear path for improvement. As research by Goodman and Wood (2004) suggests, highly specific feedback can significantly enhance immediate performance.
Focus on the Task, Not the Person
Feedback is most effective when it hones in on the task or the process, rather than making judgments about the individual's personality. When feedback is perceived as a personal attack, defensiveness is a natural reaction, and the intended message is often lost. A seminal meta-analysis by Kluger and DeNisi (1996) found that feedback directed at the self can even have a negative impact on performance. The key is to address the "what" and "how" of the work, not the "who."
Make It a Two-Way Conversation
Effective feedback isn't a monologue; it's a dialogue. Create an environment where the recipient feels comfortable asking questions, sharing their perspectives, and disagreeing. This approach develops a sense of ownership and collaboration. Research on "feedback literacy" by Carless and Boud (2018) emphasizes the importance of the recipient's ability to not only receive but also process and use feedback, a skill that is best developed through interactive and supportive conversations.
Timeliness is Key
The impact of feedback diminishes with time. For it to be most effective, it should be delivered as close to the event as possible. This allows the recipient to recall the situation clearly and apply the feedback promptly. While immediate feedback is often ideal, the most crucial element is that it is regular and ongoing, rather than a once-a-year event.
Balance is Important, But Honesty is Crucial
While the "feedback sandwich" (praise, criticism, praise) is a popular technique, it can sometimes dilute the core message. It's more important to be honest and clear. That doesn't mean being harsh. According to Shute (2008), effective formative feedback is supportive and non-evaluative. When delivering constructive criticism, ensure it is framed in a forward-looking and developmental way.
In their influential work, Hattie and Timperley (2007) conceptualize effective feedback as answering three key questions for the learner: Where am I going? How am I going? and Where to next? By keeping these principles in mind, you can transform your feedback from a source of anxiety into a catalyst for genuine improvement and professional growth.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
Goodman, J. S., & Wood, R. E. (2004). Feedback specificity, exploration, and learning. Journal of Applied Psychology, 89(2), 248–262.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
No comments:
Post a Comment