Receiving feedback effectively
Listen to the feedback given
- Listen without interruption.
- Listen for the purpose of understanding, not for the purpose of building a response (Gain more from listening & understanding vs. being defensive).
- Avoid making assumptions.
Be aware of your responses
- Avoid putting up non-verbal barriers (i.e., body language and tone).
- Attentiveness indicates that you value what someone has to say.
Be open
- Be receptive to new ideas and different opinions.
- Recognize there is often more than one way of doing something.
- A completely different viewpoint may be helpful to you.
Understand the message
- Ensure understanding, especially before responding.
- Ask questions for clarification.
- Listen actively by repeating key points to ensure interpreted accurately.
- When asking for feedback, be explicit as to what kind of feedback you are seeking.Â
Reflect and decide what to do
- Assess the value of the feedback, the consequences of using it or ignoring it, and then decide what to do because of it.
- If you disagree with the feedback, consider asking for a second opinion from someone else who can provide an unbiased assessment.
Follow up
- There are many ways to follow up on feedback, i.e., implement the suggestions / meeting up again to discuss the feedback / re-submitting the work with revisions.Â
- Be genuine, thoughtful, and constructive in your follow-up.
Built upon the work of the University of Waterloo:Â Receiving and giving effective feedback. Centre for Teaching Excellence, University of Waterloo.
Strategies for giving effective feedback
Start with individuals’ self-assessment.
Encourage the individual to problem solve.
Base feedback on the outcomes the individual wants to achieve.
Be descriptive — not judgmental. Descriptions are: specific, observations, behaviors.
Balance feedback by commenting on what the receiver of feedback should:
1. Continue to do: aspects of performance that were effective.
2. Start . . . or do more of: practices the individual knows how to do & should start or do more of
3. Consider doing: A doable challenge that encourages growth.
4. Stop . . . or do less of: practices that are not helpful or harmful.
Share information rather than give advice. Let the other person decide how to respond and react to what you have told them. When you give advice, you take away their freedom to decide for themselves. Â
Do not give people more feedback than necessary at one time. This will reduce the chances that they will use it. It may make you feel better but undermines your intentions.
Make feedback well timed and placed.
Check out interpretations of feedback.
Develop an action plan based on mutual goals.
Do not force feedback on other people. Feedback should serve the needs of the receiver, not the needs of the giver. Even if you are upset and want more than anything else in the world to give someone feedback, do not give it if the person is too defensive, upset, or disinterested to understand it.
Be open to other ways of doing things. Your personality may lead you to approach things in a different manner. Not right, just different.
Once you have delivered your feedback, the person should still feel respected and appreciated.
Examples: effective vs. non-effective feedback
Non-Effective
Strategy Involved
Effective
I’d like to begin by discussing a few things you did in the interview.
Start with individual’s self-assessment.
So how do you feel about . . .
How do you think you did . . .
You should never . . .
You should always . . .
Share information rather than give advice.
I find that when I . . .
I find it effective when I . . .
Sometimes you don’t listen to what other people are saying.
Be descriptive and specific – not general.
When and Jordan were talking just now you looked out the window and seemed to be thinking of something else.
Your accent really seemed to impact the ability of the patient to understand you.
Give feedback only about something that can be changed.
Obviously, you are not going to be able to change an accent. Having said this, are you interested in working on some techniques that could make a difference to your patients’ ability to better follow what you are saying?
Well, that was just ok (while having major concerns about the individual's performance).
Be descriptive and specific – avoid collusion.
I noticed that you did not make eye contact often, and you tapped your pen when . . .
There are several things you need to work on.
Focus on individual’s goals and self-assessment. Balance feedback and limit the amount of information.
What are the things that you would like to achieve?
You are a terrible public speaker.
Describe specific behaviors rather than assume.
You speak too softly to be heard.
Let’s talk about the things that didn’t go well.
Focus on individual assessment – balance feedback.
Let’s talk about how you feel that went . . .
You are a blabbermouth.
Focus on behavior, not personality. Encourage self-assessment.
You spoke frequently in the meeting, and this took away from others being able to share.  
Now that I’ve given you this information, I assume you’ll work on doing something about them.
Check out interpretations.
Would you please tell me what your understanding of our session is and how it will help you?
Three years ago, when I saw you in the hall you didn’t speak to me.
Be as timely as possible with the feedback.  
Hey, I just said “Hello” and you didn’t answer me.
Built upon the work of: Kurtz, S., Silverman, J., & Draper, J. (2005). Teaching and learning communication skills in medicine, 2nded. Oxford: Radcliffe Publishing / The Bayer Institute for Health Care Communication / HÂţ» Human Resources, Talent Management, Characteristic of Effective Feedback