Course Code: OCCU 5003
Institution: Dalhousie University
Focus: Dimensions of Professional Practice
Principles & Strategies for Giving Feedback
Principles & Strategies for Receiving Feedback
Feedback Assignment
Balance positive and negative feedback
People learn from both affirmations and critiques.
Use constructive phrases: "Continue doing this," "Go further with this," etc.
Be specific
Reference particular incidents with explicit examples.
Avoid vague statements: E.g., use specific instances instead of broad claims like "You are always vague."
Be descriptive, not evaluative
Focus on observed behaviors, not judgments about the person. E.g., say "this paragraph suggests…" rather than “You don’t understand…"
Timeliness
Deliver feedback as soon as possible after the event to enhance relevance and impact.
Intent to help
Approach feedback as a constructive dialogue to help the recipient improve, rather than out of guilt or fear.
Compassionate approach
Good feedback stems from care for the individual's growth.
Solicited feedback
Encourage the recipient to share their thoughts or interpretations to foster ownership of potential changes.
Feedback that addresses aspects beyond control is less useful.
Do not undermine positive feedback with negative qualifiers. Both types should stand alone.
Use "I" statements to own feedback (e.g., "I interpreted this as..." instead of general assumptions).
Acknowledge emotions during feedback but don’t let them restrain the critique.
Attacking: Aggressive feedback focusing on weaknesses.
Indirect: Vague feedback that avoids direct confrontation of issues.
Insensitive: Lacks concern for the feelings of others.
Disrespectful: Demeaning or insulting feedback.
Judgmental: Evaluating personality over behavior.
General feedback: Broad statements that lack definition.
Poor timing: Providing feedback at inappropriate times.
Impulsive: Failing to consider consequences before delivering feedback.
Selfish: Focusing feedback to meet the giver's own needs rather than helping the recipient.
Supportive and encouraging: Create a non-threatening environment.
Direct focus: Clearly state the focus of feedback.
Sensitive approach: Consider the recipient's needs while delivering feedback.
Descriptive nature: Highlight observable behaviors that can change, avoiding personality critiques.
Specific feedback: Target specific actions or events.
Healthy timing: Deliver close to the event and at an appropriate time.
Thoughtful: Carefully consider feedback before giving it.
Helpful intent: Ensure feedback is constructive and beneficial.
Listen actively: Avoid interrupting; focus on understanding the feedback.
Respect input: Acknowledge valuable insights even when disagreeing.
Assume positive intent: Check in with the giver if feedback feels hurtful.
Acknowledge feelings: Recognize personal emotional responses but don't let them dictate reactions.
Put feedback in perspective: Understand it as one perspective among many.
Focus on improvement: Engage with constructive suggestions rather than disputing feedback.
Request clarity: Ask for specific feedback if it feels vague or all negative.
Defensive: Justifies own actions against feedback.
Attacking: Retaliates against the feedback giver.
Denial: Refuses the validity of feedback.
Disrespectful: Devalues the speaker and their feedback.
Closed: Shows no interest or engagement with the feedback.
Inactive listening: Does not attempt to understand feedback.
Rationalizing: Creates excuses to dismiss feedback.
Patronizing: Listens without genuine interest.
Superficial: Appears to agree, but shows no intention to change.
Open-minded listening: Engages without interruptions or objections.
Responsive: Welcomes the feedback without countering.
Acceptance: Embraces feedback without denial.
Respectful interaction: Values the perspectives shared by the speaker.
Engagement: Actively interacts and seeks clarification.
Active listening: Concentrates on understanding deeper meanings.
Thoughtfulness: Engages in reflection regarding the feedback.
Genuine interest: Shows eagerness to incorporate feedback into personal development.
Sincerity in change: Willing to make genuine changes based on receiving feedback.
Context: Draw from the experience of preparing and participating in PCS II from OCCU 5011 on October 23.
Resources: Find instructions and templates available in Brightspace under Assignments & Exams in the designated folder.
Working with support personnel and third-party payers
Location: Dalhousie University