Comments on: Do We Really Want That Feedback?

By: Matthew Taylor

Matthew Taylor — Wed, 13 Jan 2010 18:35:13 +0000

One of the hardest things for both the supplier and the receiver of feedback to get a handle on is separating the professional from the personal. I join the previous commenters as having been on both sides of the feedback process. I found I had to develop a form of double-think, to routinely ask myself, Am I giving/receiving this feedback for personal reasons or does it really go to job performance? And some of the people I have worked with would take even the slightest critique as a blow to their character. For example, I’m sure we’ve all been faced with working with someone who you like personally, but who is really not doing the job. It is tricky to formulate the right feedback, to not softball it, to keep it factual. And it is up to the receiver to understand the difference between a performance critique and a personal attack. Some of what I thought were unwarrented critiques of my own work I just had to take and move on. Mostly, though, I’ve become more aware of my personal sensitivity zone and learned to adjust accordingly.

By: Leo Dewey

Leo Dewey — Sun, 10 Jan 2010 04:14:34 +0000

Hey Brad. Thoughtful article as usual. I think you described everybody’s attitude toward feedback and the previous comments have added examples. We’ve all been in this kettle. But, from a systems approach, especially for newly introduced products or services, if a feedback loop is not integral to the offering, there may be hell to pay later. The key, I’ve learned, is whether the feedback loop is deliberate, designed to measure specific system elements, and is actively solicited and evaluated. If an enterprise is failing, it’s always best to know why before the crash. The feedback mechanism should be designed as the essential quality control over the goals of the designed offering, whether it’s a single lecture, a continuing process, or an entire program. Whether the speaker/designer is being successful in achieving each goal in the offering demands a structured feedback system. If that system is focused on evaluating the successful achievement of each goal then people’s responses are important. If they get too personal, that may be the fault of the feedback mechanism’s design. Believe me: As someone who has been the subject of much unsolicited, unstructured “feedback”, up to and including a hostile Congressional inquiry, even those can be put to a purpose.

By: Donna Rae Scheffert

Donna Rae Scheffert — Fri, 08 Jan 2010 01:48:32 +0000

Very thought provoking. I too have been on both sides in the workplace. Your story made me think of great supervisors who would give me frank, honest feedback and then stay by my side while I learned and improved. Over time we grew to know what things I was gifted at and what I struggled with and worked around those preferences. That is what I aimed for too when I was the boss.

Also, to Allison’s comment, as a Professor providing feedback and doing GRADING for a over a decade, I find most graduate students seem to believe that they do A work and feel ‘nailed’ by anything less. As I review over 25 portfolio’s from my class there is a quality difference. This year I spent considerable time with one student who was openly hostile toward me when she received her B grade. She wrote me a long e-mail about how poorly I had given instructions about the assignment and other things. In the end she did calm down enough to take some feedback and redo the work. She had submitted a graduate paper without references so we are not talking about a hard judgment call on my side. It helps that I have a co-instructor to doublecheck the fairness of the grading; that is a strong point for appeals – beyond personality conflicts or the eye of the beholder.

By: Allison Addicott

Allison Addicott — Thu, 07 Jan 2010 23:28:35 +0000

Great post. Maybe just me, but I would take straight no chaser feedback any day of the week over other kinds of non-feedback-passive-aggressive-back-stabbing-sort I have experienced in many other environments.

Partly my upbringing, but also doing eons of academic work is all about getting nailed for what is pretty darn good work..and having to re-write/re-tool, re-do footnotes, etc, etc. The variety of personalities and pedagogies and expectations vary so much from one doctoral prof to another..but it is the perfectionist that teaches one the most…because he or she pushes students.

Perhaps the bottom line in all this is that open communication that is truly honest keeps things moving and ensures professionalism. When critique is above board, then it really is not personal…it’s aiming for the good of the organization.