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Posted: February 7th, 2024
How to Give Positive Feedback Effectively
Feedback is an essential part of any learning process. It helps us to identify our strengths and weaknesses, and to improve our performance and skills. However, not all feedback is created equal. Some feedback can be demotivating, discouraging, or even damaging, while other feedback can be motivating, encouraging, and empowering.
Positive feedback is a type of feedback that focuses on what the person did well, rather than what they did wrong. Positive feedback is not just about praising or complimenting someone, but about providing specific and constructive information that helps them to understand and replicate their success. Positive feedback can have many benefits, such as:
– Boosting self-confidence and self-esteem
– Enhancing motivation and engagement
– Fostering a growth mindset and a positive attitude towards learning
– Strengthening the relationship and trust between the giver and the receiver of feedback
– Creating a supportive and collaborative learning environment
However, giving positive feedback effectively is not as easy as it sounds. There are some common pitfalls and challenges that can undermine the impact and value of positive feedback, such as:
– Being vague or generic
– Being insincere or exaggerated
– Being inconsistent or infrequent
– Being irrelevant or unrelated to the goals or criteria
– Being overshadowed by negative feedback or criticism
To avoid these pitfalls and challenges, here are some tips on how to give positive feedback effectively:
– Be specific and descriptive. Instead of saying “Good job” or “Well done”, describe what the person did well and why it was good. For example, “You used clear and concise language in your presentation, which made it easy to follow and understand.”
– Be sincere and authentic. Don’t give positive feedback just for the sake of it, or to manipulate or flatter someone. Give positive feedback only when you mean it, and when you have evidence to support it. For example, “I really appreciate how you helped me with the project. You showed great initiative and creativity.”
– Be consistent and frequent. Don’t wait until the end of a project or a course to give positive feedback. Give positive feedback regularly and consistently throughout the learning process, to reinforce the person’s progress and achievements. For example, “You have improved your writing skills significantly since the beginning of the semester. You have made fewer errors and used more varied vocabulary.”
– Be relevant and related. Don’t give positive feedback that is unrelated to the learning goals or criteria, or that is based on your personal preferences or opinions. Give positive feedback that is aligned with the learning objectives and standards, and that is based on objective data or observations. For example, “You met all the requirements of the assignment. You followed the instructions, used credible sources, and cited them correctly.”
– Be balanced and constructive. Don’t give positive feedback that ignores or neglects the areas that need improvement, or that creates complacency or overconfidence. Give positive feedback that acknowledges the strengths and weaknesses of the person’s work, and that provides suggestions or guidance on how to improve further. For example, “You gave a very persuasive speech. You had a clear structure, strong arguments, and effective delivery. However, you could improve your eye contact with the audience, and use more transitions between your points.”
Positive feedback is a powerful tool for learning and development, but only if it is given effectively. By following these tips, you can give positive feedback that is specific, sincere, consistent, relevant, and balanced, and that helps the person to grow and excel.
References:
Boud D., Molloy E., eds., Feedback in Higher and Professional Education: Understanding It and Doing It Well (London: Routledge 2013).
Hattie J., Timperley H., ‘The Power of Feedback’, Review of Educational Research 77:1 (2007), pp. 81–112.
Shute V.J., ‘Focus on Formative Feedback’, Review of Educational Research 78:1 (2008), pp. 153–189.
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