{"id":433,"date":"2020-07-28T17:56:55","date_gmt":"2020-07-28T17:56:55","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-publicspeaking\/?post_type=chapter&p=433"},"modified":"2022-07-26T16:22:25","modified_gmt":"2022-07-26T16:22:25","slug":"providing-feedback","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-publicspeaking\/chapter\/providing-feedback\/","title":{"raw":"Providing Feedback","rendered":"Providing Feedback"},"content":{"raw":"
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Learning Objectives<\/h3>\r\nIdentify how to respond productively to others.\r\n\r\n<\/div>\r\nSeveral aspects of feedback have been discussed thus far. It is worth reiterating that people give feedback all the time, just like people are listeners all the time. While feedback is given frequently, how well it is done is another matter entirely. Just like active listening takes practice, effective feedback does too.\r\n\r\nSome speakers like for the audience to hold their comments until the end. Others like more interaction with the audience and encourage comments throughout their presentation. In either case, how the feedback is delivered is important to consider. For speakers who allow for questions throughout the presentation, questions can help both the listener and the speaker. The listener can show that they are engaged but may need clarification based on their question. The communicator now knows that they may need to make their points more clearly, or may need to go over the point again for the benefit of the group.\r\n\r\n[caption id=\"attachment_1498\" align=\"alignright\" width=\"300\"]\"A Too much negative feedback can make people disengage.[\/caption]\r\n\r\nWhen giving verbal feedback, you want the feedback receiver to be open to what is said. Therefore, how the feedback is given is important. Let\u2019s consider the following scenario. Juan spent a month preparing a webinar for his team at work. During the opening session, Juan pauses and asks if there are any questions. One of the teammates says to Juan, \u201cwhat you said makes no sense at all.\u201d How do you think that Juan feels? He probably feels pretty bad, which could negatively influence his performance during the rest of the webinar.\r\n\r\nProviding verbal feedback that focuses negatively on the speaker personally should be avoided. There is no gain from telling the presenter (or a friend) that \u201cwhat you said makes no sense at all.\u201d The negativity can cause the person to close their mind to anything else you have to say, which essentially shuts down the person\u2019s ability to listen actively to the feedback. Now, keep in mind that there are differences in interpersonal relationships and cultures. What is considered negative by some may not be negative in others. Again, it is important to consider the group context.\r\n\r\nThis is where effective feedback practice is essential. Let\u2019s go back to Juan. The teammate really does not understand what he is saying. It is a good idea to tell Juan that he is lost. One way to tell Juan he is lost is to give negative feedback in a positive format. To do this, the teammate starts with saying something positive, \u201cI\u2019m really enjoying this webinar.\u201d Then moves on to be specific about the item not understood and not focus on Juan as a speaker. \u201cCould xxx be clarified further? I really want to understand xxx.\u201d This method is called the sandwich method.\r\n

The Sandwich Method<\/h3>\r\n\"AThe sandwich method is when a person delivers negative feedback by placing it between positive statements. Let\u2019s take the response above: \u201cI\u2019m really enjoying this webinar. Could xxx be clarified further? I really want to understand xxx.\u201d First, be honest with your positive statement. Observe behaviors that you like. The teammate does this by saying they enjoy the webinar; they are noting that their watching the webinar (behavior) is positive. This affirming statement helps the speaker to feel more open and confident about their presentation. Then, by stating what is problematic specifically takes the negative feedback away from a personal criticism.\r\n\r\nNotice that the listener avoided the pronoun you<\/em>. The pronoun\u00a0you<\/em>\u00a0makes it seem like the person did something wrong; it makes the feedback personal. Therefore, \u201cwhat you said makes no sense at all\u201d focuses on Juan because he is the one speaking. Saying \u201cCould xxx be clarified further?\u201d moves the question away from the personal to a more specific item.\r\n\r\nThe teammate finished by stating, \u201cI really want to understand xxx.\u201d This is a positive statement. It shows the speaker that they are engaged in the webinar, are actively listening, and are invested in the overall content. Thus, in this case, the sandwich method does a nice job of framing a negative statement (do not understand) into a positive comment that solicits clarification.\r\n\r\nSome speakers prefer that all comments and questions are given at the end of the presentation. If this is the case, it is helpful to write down what question or comment you have in the moment. You don\u2019t have to write much. Just write enough that it will remind you what you wanted to say, or ask, at the end of the speech. This technique allows you to spend a very short amount of time writing so you can continue actively listening to the communicator.\r\n\r\nFor most speech classes, you will be providing feedback to your peers. It is a great way to practice giving effective feedback; it will help you with providing usable feedback throughout your life. In many cases, you will be giving this feedback through a form your educator furnishes. You can apply the same feedback elements in the written form. Remember to listen and observe actively, focus on behaviors, be specific, and be reasonable. You can write what went well and mean it. You can also state where there is room for improvement in a reasonable, specific, and behavior-focused manner.\r\n
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Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/a74db6a1-148c-47a7-a4a2-233e2a67ee55\r\n\r\n<\/div>\r\n ","rendered":"
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Learning Objectives<\/h3>\n

Identify how to respond productively to others.<\/p>\n<\/div>\n

Several aspects of feedback have been discussed thus far. It is worth reiterating that people give feedback all the time, just like people are listeners all the time. While feedback is given frequently, how well it is done is another matter entirely. Just like active listening takes practice, effective feedback does too.<\/p>\n

Some speakers like for the audience to hold their comments until the end. Others like more interaction with the audience and encourage comments throughout their presentation. In either case, how the feedback is delivered is important to consider. For speakers who allow for questions throughout the presentation, questions can help both the listener and the speaker. The listener can show that they are engaged but may need clarification based on their question. The communicator now knows that they may need to make their points more clearly, or may need to go over the point again for the benefit of the group.<\/p>\n

\"A<\/p>\n

Too much negative feedback can make people disengage.<\/p>\n<\/div>\n

When giving verbal feedback, you want the feedback receiver to be open to what is said. Therefore, how the feedback is given is important. Let\u2019s consider the following scenario. Juan spent a month preparing a webinar for his team at work. During the opening session, Juan pauses and asks if there are any questions. One of the teammates says to Juan, \u201cwhat you said makes no sense at all.\u201d How do you think that Juan feels? He probably feels pretty bad, which could negatively influence his performance during the rest of the webinar.<\/p>\n

Providing verbal feedback that focuses negatively on the speaker personally should be avoided. There is no gain from telling the presenter (or a friend) that \u201cwhat you said makes no sense at all.\u201d The negativity can cause the person to close their mind to anything else you have to say, which essentially shuts down the person\u2019s ability to listen actively to the feedback. Now, keep in mind that there are differences in interpersonal relationships and cultures. What is considered negative by some may not be negative in others. Again, it is important to consider the group context.<\/p>\n

This is where effective feedback practice is essential. Let\u2019s go back to Juan. The teammate really does not understand what he is saying. It is a good idea to tell Juan that he is lost. One way to tell Juan he is lost is to give negative feedback in a positive format. To do this, the teammate starts with saying something positive, \u201cI\u2019m really enjoying this webinar.\u201d Then moves on to be specific about the item not understood and not focus on Juan as a speaker. \u201cCould xxx be clarified further? I really want to understand xxx.\u201d This method is called the sandwich method.<\/p>\n

The Sandwich Method<\/h3>\n

\"AThe sandwich method is when a person delivers negative feedback by placing it between positive statements. Let\u2019s take the response above: \u201cI\u2019m really enjoying this webinar. Could xxx be clarified further? I really want to understand xxx.\u201d First, be honest with your positive statement. Observe behaviors that you like. The teammate does this by saying they enjoy the webinar; they are noting that their watching the webinar (behavior) is positive. This affirming statement helps the speaker to feel more open and confident about their presentation. Then, by stating what is problematic specifically takes the negative feedback away from a personal criticism.<\/p>\n

Notice that the listener avoided the pronoun you<\/em>. The pronoun\u00a0you<\/em>\u00a0makes it seem like the person did something wrong; it makes the feedback personal. Therefore, \u201cwhat you said makes no sense at all\u201d focuses on Juan because he is the one speaking. Saying \u201cCould xxx be clarified further?\u201d moves the question away from the personal to a more specific item.<\/p>\n

The teammate finished by stating, \u201cI really want to understand xxx.\u201d This is a positive statement. It shows the speaker that they are engaged in the webinar, are actively listening, and are invested in the overall content. Thus, in this case, the sandwich method does a nice job of framing a negative statement (do not understand) into a positive comment that solicits clarification.<\/p>\n

Some speakers prefer that all comments and questions are given at the end of the presentation. If this is the case, it is helpful to write down what question or comment you have in the moment. You don\u2019t have to write much. Just write enough that it will remind you what you wanted to say, or ask, at the end of the speech. This technique allows you to spend a very short amount of time writing so you can continue actively listening to the communicator.<\/p>\n

For most speech classes, you will be providing feedback to your peers. It is a great way to practice giving effective feedback; it will help you with providing usable feedback throughout your life. In many cases, you will be giving this feedback through a form your educator furnishes. You can apply the same feedback elements in the written form. Remember to listen and observe actively, focus on behaviors, be specific, and be reasonable. You can write what went well and mean it. You can also state where there is room for improvement in a reasonable, specific, and behavior-focused manner.<\/p>\n

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Try It<\/h3>\n

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