I would suggest…
Chances are as you read this list, you identified yourself in some of the statements and identified someone you know who is in the other list. Hopefully, this made you think about how personal style can be as different as cultural style. The big idea here is when you are giving and receiving feedback, it can be helpful to try to identify their communication style and adjust accordingly.
As you already know, whenever you critique someone’s work, there is a potential to hurt their feelings. There are many factors that influence whether the feedback is helpful or hurtful. In communication, we use the term “face” to mean the sense of self a person projects. People can “take face” by creating a situation where someone looks bad to others or people can “lose face” by doing something that diminishes them in the eyes of others. Optimally, we want people to feel like they “gain-face” and feel encouraged. The way that you give feedback as well as the person’s natural tendencies will influence how “face” is affected.
When giving feedback, you should think about how your feedback takes or gives face. You also need to consider what is at stake for the other person. Is this a small speech assignment or is it a career-defining presentation? In addition, critiquing someone privately vs critiquing someone in front of their boss will have different “face” outcomes.
How much you are willing to “take face” from someone may depend on the importance of the feedback. You will likely want to provide more suggestions for someone who is doing a career speech to get their dream job vs that same person doing a college speech worth minimal points. You will likely be more invested in helping a friend polish a speech to make it just right as opposed to someone you barely know.
Finally, the other thing influencing feedback is the power difference between people. You will likely give feedback differently to your little sister than you would to your boss. The status of the individuals and how important power is to them will impact how “face” is taken and given. For example, a high-power country like China would consider an open critique of a teacher, boss, or elder a huge insult, whereas someone from a low-power country, would be less offended. In any situation, you will be negotiating power, context, and the need to save face.
Taking all these factors into account, Brown and Levinson created Politeness Theory as a way to explain the different ways we give feedback to save face.
Bald on Record: This type of feedback is very direct without concern for the person’s esteem face. This type of feedback is usually given if there is a small fix the speaker would feel strongly about.
Examples of bald on record feedback:
Positive Politeness: In this type of feedback, you would build up the face or esteem of the other person. You would make them feel good before you make any suggestions. (It looks a lot like the sandwich method, hunh?)
Examples of positive politeness feedback:
Negative Politeness: The name of this type of feedback is a little misleading. It doesn’t mean you are negative. It means you acknowledge that getting feedback may make them feel negative. You would say things that acknowledge their discomfort. You might minimize the criticism so it doesn’t make them feel bad or find other ways to soften the blow of criticism.
Examples of negative politeness feedback:
Off Record: When you give feedback that is off the record, you are hinting vaguely that they should make a change.
Examples of off the record feedback.
Avoidance: Some people are afraid of giving feedback so they will avoid the situation altogether.
Perform the three r’s.
From Westside Toastmasters
When you are listening to someone speak, you are giving constant nonverbal feedback. Are you leaning forward listening intently or are you leaned back picking at your fingernails? The way you listen lets the speaker know that you value them and what they are saying. It can be reassuring to the speaker to have people who are in the audience smiling and nodding.
Try this little experiment: If you have a speaker who is average or boring, lean in and listen intently. Don’t be insincere and cheesy, but rather try to be an earnest listener. You will find that when the speaker notices you paying attention, they will usually become less monotone and more engaging. The speaker affects the audience, and the audience affects the speaker.
Appoint someone to be your speech buddy who will give you signals and alert you during your speech, for example: to speak louder or to check your microphone. If you know that you tend to pace, lean on the podium, or say um’s, have them give you the signal.
Courage is what it takes to stand up and speak. Courage is also what it takes to sit down and listen. Winston Churchill Former Prime Ministre of the United Kingdom
Remember This!
Except where otherwise noted, this chapter is adapted from “Giving and Receiving Feedback: It is Harder Than You Think ” In Advanced Public Speaking by Lynn Meade, licensed under CC BY 4.0 .
Brown, P., & Levinson, S. (1978). Universals in Language Usage: Politeness Phenomena. In E. Goody (Ed.), Questions and Politeness: Strategies in Social Interaction (pp. 56-310). Cambridge University Press.
Churchhill Central: Life and words of Sir Winston Churchill. https://www.churchillcentral.com/
Gonzales, M. (2017). How to get feedback on speeches. Global Public Speaking. https://www.globalpublicspeaking.com/get-feedback-speeches/
King, P. E., & Young, M. J. (2002). An information processing perspective on the efficacy of instructional feedback. American Communication Journal, 5 http://ac-journal.org/journal/vol5/iss2/articles/feedback.htm
King, P. E., Young, M. J., & Behnke, R. R. (2000). Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions. Communication Education, 49, 365–374. https://doi.org/10.1080/03634520009379224
Mehra, A., Kilduff, M. & Brass, D.J. (2001). The social networks of high and low self-monitors Implications for workplace performance. Administrative Science Quarterly, 46 (1), 121-146. https://doi.org/10.2307/2667127
Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs. https://erinmeyer.com/books/the-culture-map/
Meyer, E. (2014). How to say “This is Crap” in different cultures. Harvard Business Review. https://hbr.org/2014/02/how-to-say-this-is-crap-in-different-cultures
Reagle, J.M. & Reagle, J.M. (2015). Reading the comments: Likers, haters, and manipulators at the bottom of the web . MIT Press. https://readingthecomments.mitpress.mit.edu/
Ripmeester, N. Rottier, B., & Bush, A. (2010). Separated by a common translation? How the Brits and the Dutch communicate. Pediatric Pulmonology. 46( 4). 409-411. https://doi.org/10.1002/ppul.21380
Ripmeester, N. (2015). We all speak English, don’t we? https://www.linkedin.com/pulse/we-all-speak-english-dont-nannette-ripmeester/
Smith, C.D. & King, P.E. (2007). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education 53 (3). https://doi.org/10.1080/0363452042000265152
Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology. 30 (4), 526-537. http://www.communicationcache.com/uploads/1/0/8/8/10887248/self-monitoring_of_expressive_behavior.pdf
Toastmasters International. (2017). Giving effective feedback. https://www.toastmasters.org/resources/giving-effective-feedback
Dynamic Presentations Copyright © 2022 by Amanda Quibell is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.
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Giving constructive feedback is nerve-wracking for many people. But feedback is also necessary for thriving in the workplace.
It helps people flex and grow into new skills, capabilities, and roles. It creates more positive and productive relationships between employees. And it helps to reach goals and drive business value.
But feedback is a two-way street. More often than not, it’s likely every employee will have to give constructive feedback in their careers. That’s why it’s helpful to have constructive feedback examples to leverage for the right situation.
We know employees want feedback. But one study found that people want feedback if they’re on the receiving end . In fact, in every case, participants rated their desire for feedback higher as the receiver. While the fear of feedback is very real, it’s important to not shy away from constructive feedback opportunities. After all, it could be the difference between a flailing and thriving team.
If you’re trying to overcome your fear of providing feedback, we’ve compiled a list of 16 constructive feedback examples for you to use. We’ll also share some best practices on how to give effective feedback .
When you hear the word feedback, what’s the first thing that comes to mind? What feelings do you have associated with feedback? Oftentimes, feedback conversations are anxiety-ridden because it’s assumed to be negative feedback. Unfortunately, feedback has this binary stigma, it’s either good or bad.
But in reality, there are plenty of types of feedback leveraged in both personal and professional relationships. They don’t all fall into one camp or the other. And each type of feedback is serving a purpose to ultimately better an individual, team, or work environment.
For example, positive feedback can be used to reinforce desired behaviors or big accomplishments. Real-time feedback is reserved for those “in the moment” situations. Like if I’ve made a mistake or a typo in a blog, I’d want my teammates to give me real-time feedback .
However, constructive feedback is its own ball game.
Constructive feedback is a supportive way to improve areas of opportunity for an individual person, team, relationship, or environment. In many ways, constructive feedback is a combination of constructive criticism paired with coaching skills.
To truly invest in building a feedback culture , your employees need to feel comfortable giving feedback. After all, organizations are people, which means we’re all human. We make mistakes but we’re all capable of growth and development. And most importantly, everyone everywhere should be able to live with more purpose, clarity, and passion.
But we won’t unlock everyone’s full potential unless your people are comfortable giving feedback. Some employee feedback might be easier to give than others, like ways to improve a presentation.
But sometimes, constructive feedback can be tricky, like managing conflict between team members or addressing negative behavior. As any leader will tell you, it’s critical to address negative behaviors and redirect them to positive outcomes. Letting toxic behavior go unchecked can lead to issues with employee engagement , company culture, and overall, your business’s bottom line.
Regardless of where on the feedback spectrum your organization falls, having concrete examples will help set up your people for success. Let’s talk through some examples of constructive feedback. For any of these themes, it’s always good to have specific examples handy to help reinforce the feedback you’re giving. We’ll also give some sample scenarios of when these phrases might be most impactful and appropriate.
An employee speaks over others and interrupts in team meetings.
“I’ve noticed you can cut off team members or interrupt others. You share plenty of good ideas and do good work. To share some communication feedback , I’d love to see how you can support others in voicing their own ideas in our team meetings.”
An employee who doesn’t speak up or share ideas in team meetings.
“I’ve noticed that you don’t often share ideas in big meetings. But in our one-on-one meetings , you come up with plenty of meaningful and creative ideas to help solve problems. What can I do to help make you more comfortable speaking up in front of the team?”
An employee who is brutally honest and blunt.
“Last week, I noticed you told a teammate that their work wasn’t useful to you. It might be true that their work isn’t contributing to your work, but there’s other work being spread across the team that will help us reach our organizational goals. I’d love to work with you on ways to improve your communication skills to help build your feedback skills, too. Would you be interested in pursuing some professional development opportunities?”
An employee who has trouble building rapport because of poor communication skills in customer and prospect meetings.
“I’ve noticed you dive right into the presentation with our customer and prospect meetings. To build a relationship and rapport, it’s good to make sure we’re getting to know everyone as people. Why don’t you try learning more about their work, priorities, and life outside of the office in our next meeting?”
An employee who doesn’t hold to their commitments on group or team projects.
“I noticed I asked you for a deliverable on this key project by the end of last week. I still haven’t received this deliverable and wanted to follow up. If a deadline doesn’t work well with your bandwidth, would you be able to check in with me? I’d love to get a good idea of what you can commit to without overloading your workload.”
An employee who likes to gatekeep or protect their work, which hurts productivity and teamwork .
“Our teams have been working together on this cross-functional project for a couple of months. But yesterday, we learned that your team came across a roadblock last month that hasn’t been resolved. I’d love to be a partner to you if you hit any issues in reaching our goals. Would you be willing to share your project plan or help provide some more visibility into your team’s work? I think it would help us with problem-solving and preventing problems down the line.”
An employee who dominates a cross-functional project and doesn’t often accept new ways of doing things.
“I’ve noticed that two team members have voiced ideas that you have shut down. In the spirit of giving honest feedback, it feels like ideas or new solutions to problems aren’t welcome. Is there a way we could explore some of these ideas? I think it would help to show that we’re team players and want to encourage everyone’s contributions to this project.”
An employee who is always late to morning meetings or one-on-ones.
“I’ve noticed that you’re often late to our morning meetings with the rest of the team. Sometimes, you’re late to our one-on-ones, too. Is there a way I can help you with building better time management skills ? Sometimes, the tardiness can come off like you don’t care about the meeting or the person you’re meeting with, which I know you don’t mean.”
A direct report who struggles to meet deadlines.
“Thanks for letting me know you’re running behind schedule and need an extension. I’ve noticed this is the third time you’ve asked for an extension in the past two weeks. In our next one-on-one, can you come up with a list of projects and the amount of time that you’re spending on each project? I wonder if we can see how you’re managing your time and identify efficiencies.”
An employee who continuously misses team meetings.
“I’ve noticed you haven’t been present at the last few team meetings. I wanted to check in to see how things are going. What do you have on your plate right now? I’m concerned you’re missing critical information that can help you in your role and your career.”
A manager who expects the entire team to work on weekends.
“I’ve noticed you send us emails and project plans over the weekends. I put in a lot of hard work during the week, and won’t be able to answer your emails until the work week starts again. It’s important that I maintain my work-life balance to be able to perform my best.”
An employee who delegates work to other team members.
“I’ve noticed you’ve delegated some aspects of this project that fall into your scope of work. I have a full plate with my responsibilities in XYZ right now. But if you need assistance, it might be worth bringing up your workload to our manager.”
A direct report who is stressed about employee performance but is at risk of burning out.
“I know we have performance reviews coming up and I’ve noticed an increase in working hours for you. I hope you know that I recognize your work ethic but it’s important that you prioritize your work-life balance, too. We don’t want you to burn out.”
A leader who is struggling with team members working together well in group settings.
“I’ve noticed your team’s scores on our employee engagement surveys. It seems like they don’t collaborate well or work well in group settings, given their feedback. Let’s work on building some leadership skills to help build trust within your team.”
A leader who is struggling to engage their remote team.
“In my last skip-levels with your team, I heard some feedback about the lack of connections . It sounds like some of your team members feel isolated, especially in this remote environment. Let’s work on ways we can put some virtual team-building activities together.”
A leader who is micromanaging , damaging employee morale.
“In the last employee engagement pulse survey, I took a look at the leadership feedback. It sounds like some of your employees feel that you micromanage them, which can damage trust and employee engagement. In our next one-on-one, let’s talk through some projects that you can step back from and delegate to one of your direct reports. We want to make sure employees on your team feel ownership and autonomy over their work.”
Asking for and receiving feedback isn’t an easy task.
But as we know, more people would prefer to receive feedback than give it. If giving constructive feedback feels daunting, we’ve rounded up eight tips to help ease your nerves. These best practices can help make sure you’re nailing your feedback delivery for optimal results, too.
Be clear and direct (without being brutally honest). Make sure you’re clear, concise, and direct. Dancing around the topic isn’t helpful for you or the person you’re giving feedback to.
Provide specific examples. Get really specific and cite recent examples. If you’re vague and high-level, the employee might not connect feedback with their actions.
Set goals for the behavior you’d like to see changed. If there’s a behavior that’s consistent, try setting a goal with your employee. For example, let’s say a team member dominates the conversation in team meetings. Could you set a goal for how many times they encourage other team members to speak and share their ideas?
Give time and space for clarifying questions. Constructive feedback can be hard to hear. It can also take some time to process. Make sure you give the person the time and space for questions and follow-up.
Know when to give feedback in person versus written communication. Some constructive feedback simply shouldn’t be put in an email or a Slack message. Know the right communication forum to deliver your feedback.
Check-in. Make an intentional effort to check in with the person on how they’re doing in the respective area of feedback. For example, let’s say you’ve given a teammate feedback on their presentation skills . Follow up on how they’ve invested in building their public speaking skills . Ask if you can help them practice before a big meeting or presentation.
Ask for feedback in return. Feedback can feel hierarchical and top-down sometimes. Make sure that you open the door to gather feedback in return from your employees.
Meaningful feedback can be the difference between a flailing and thriving team. To create a feedback culture in your organization, constructive feedback is a necessary ingredient.
Think about the role of coaching to help build feedback muscles with your employees. With access to virtual coaching , you can make sure your employees are set up for success. BetterUp can help your workforce reach its full potential.
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Madeline is a writer, communicator, and storyteller who is passionate about using words to help drive positive change. She holds a bachelor's in English Creative Writing and Communication Studies and lives in Denver, Colorado. In her spare time, she's usually somewhere outside (preferably in the mountains) — and enjoys poetry and fiction.
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These truths present a few conundrums:
In this article, we define useful feedback, describe how and where to collect it, and discuss how to adopt a mindset which embraces honest feedback.
Feedback includes any information you receive about yourself as a speaker, or about any specific speech or presentation. It might be non-verbal or verbal, spoken or written. It might be brief; it might be extensive.
Useful feedback is any feedback you receive which helps you improve your speaking skills, whether it be your writing, delivery, visual design, or anything else.
While comments like “good speech” and “well done” are encouraging and nice to hear, they do not really help you improve.
Positive feedback is any feedback which reinforces something you’ve said or done. For example:
The stories you told at the beginning and end of your presentation really drove home the message for me.
Negative feedback is any feedback which opposes or criticizes something you’ve said or done. For example:
I got lost when you were explaining the steps of the process, and this left me confused during your subsequent demonstration.
Remember that useful feedback includes both positive feedback and negative feedback .
Okay, so where do we find feedback? And, more importantly, how do we filter out the useless bits and get more useful feedback?
There is a wealth of useful feedback staring right back at you every time you speak. For example:
So, if this feedback is written on the faces of your audience members, how can you collect more of it? Improve your eye contact . The less time you spend looking in your notes, your slides, or the EXIT sign at the back of the room, the better chance you will have to perceive the feedback your audience is constantly sending to you.
I know of a few speakers that aim a video recorder at the audience so that they can review the video at a later time. While this doesn’t replace good eye contact, it can augment the information you collect.
Each time you receive a question, ask yourself what it says about your presentation. For example:
Real-time feedback like this is raw, but offers a bounty of insights if you pay attention.
When I teach courses lasting several hours, some of the most useful feedback I receive is during the breaks. Audience members share thoughts that they were reluctant to share during the session itself (because they did not want to “disrupt” the course). I am frequently able to leverage this information after the break by saying something like “During the break, I was asked about… and so I’d like to clarify on the topic for a bit…”
Or, when I teach courses that span several days, the 15 minutes just prior to the start of each day (after the first) are a goldmine for feedback. I regularly gain insights about what worked well in previous sessions, or about topics where there is still confusion. During that time, I avoid fidgeting with technology or any other presentation materials so that I am “available” to receive this feedback.
“ The quality of one-on-one feedback is superior to any other feedback you receive. ”
Many people are reluctant to give you critical feedback in a group setting for a few reasons:
So, remove this barrier whenever possible, and follow up with an audience member privately. The quality of one-on-one feedback is superior to any other feedback you receive.
If your audience spans more than one demographic group, solicit feedback from at least one person in each group to ensure that you receive balanced information. For example, if your audience is a mix of “experts” and “novices”, seek feedback from one person in each group to get a well-rounded picture.
Avoid generic, multiple-choice feedback forms. You’ve seen those, right? They are popular at conferences, and consist of a series of 5-10 questions, all on a single page, encouraging audience members to circle their choices, e.g.
What value did you receive from this session? (circle one) 1. Very Low — 2. Low — 3. Average — 4. High — 5. Very High — Undecided
“ The biggest weakness with multiple choice feedback forms is that they provide very little in the way of actionable feedback. ”
What does it mean when you are told that the audience scored you with an average of 3.4? Absolutely nothing. To make these even remotely useful, you would need to have the complete set of data.
The biggest weakness with multiple choice feedback forms is that they provide very little in the way of actionable feedback.
Instead, design a short, custom feedback form for your audience. Ask open-ended questions to solicit useful feedback about your strengths and weaknesses.
For example, to determine the elements which resonated the most with your audience, you might ask something like:
What is the most valuable thing you learned during today’s session?
Conversely, to learn about elements of your presentation that need to be addressed (either by fixing them or eliminating them), you might ask:
How could this session have been more valuable for you? What specific change(s) would you recommend that the speaker make?
I am often surprised by the responses to both of these questions. The lesson? Your strengths and weaknesses are not always what you believe them to be.
While the strategies above are commonly available to you, they are not an exhaustive list of ways to gather feedback. Other modes include:
Collecting all the feedback in the world doesn’t help at all if you don’t leverage it to improve yourself. How do you do this?
Nobody likes to be criticized, but the most successful people I know understand that the only path to improvement includes a wealth of feedback, both positive and negative.
I have a colleague who routinely asks “Do you have any feedback for me?” She’s incredibly bright and talented, but she also recognizes that she has much to learn (as we all do). Even when I’m delivering negative feedback, her body language is open and inviting; she is eager to soak up advice. She never gets defensive or discouraged. Most importantly, she channels the feedback into self-improvement.
Cherish all feedback you receive, as demonstrated recently by Mel Sherwood on Twitter:
Feedback is a gift so I was delighted to receive fab comments & useful feedback today on my new speech. #AlwaysLearning #AlwaysImproving — Mel Sherwood (@Grow_Potential) August 16, 2015
Be direct. Tell your audience that you appreciate feedback.
Amazingly, this simple act seems to give audience members “permission” to deliver feedback to you when they might otherwise have hesitated.
I plant this seed at the beginning of all courses that I teach, saying something like:
Your feedback is important to me. Throughout the course, please let me know what works for you and what doesn’t. I’m eager to continually improve the course and, in fact, this course has been improved several times based on feedback received from previous students.
“ Don’t allow feedback to be a one-way stream of information from the audience to you; turn it into a conversation instead. ”
If you are passive, the feedback you receive won’t necessarily be tied to your areas of interest.
Don’t hesitate to ask for feedback on specific areas that you are concerned about. For example:
Don’t allow feedback to be a one-way stream of information from the audience to you; turn it into a conversation instead.
When asked for feedback, many people initially offer what they consider to be “nice” or “gentle” feedback. Their intentions are good; they want to be encouraging and supportive, and not hurt your feelings. Nice feedback is, however, not terribly useful.
Encourage them to “be brutally honest”. The feedback you receive will be deeper, more specific, and more actionable. Skills improvement via feedback requires honest feedback.
When you find someone who gives you detailed, meaningful feedback and constructive criticism, hold on tight to them (figuratively, not literally). Cherish them. Return to them often. Add them to your list of mentors.
When initially offered, most praise you receive is generic:
In the past, I simply smiled and said something equally generic: “Thank you. I’m glad you liked it.” That was the timid introvert in me, but I was missing out on a glorious opportunity.
Accept praise gratiously, and then drill down for specifics with open-ended questions, e.g.
Replying in this way often opens the flood gates, resulting in a detailed exchange on what the audience member liked most and also what they didn’t.
No matter how you intend to solicit feedback (e.g. from a group, one-on-one, with a form), do so as soon as you practically can. Memories fade quickly, even for the most astute feedback-provider. The sooner you gather the feedback, the more detailed and accurate it will be.
This advice may seem contradictory in light of the advice written earlier in this article. Why should you go to all the trouble of soliciting feedback and then ignore some of it?
Over years of speaking at conferences and teaching courses, I’ve observed a clear pattern. There’s always a fraction of the responses (about 5%) which suggest I’m the best speaker in the world, and there’s always a fraction of the responses (about 5%) which suggest that I’m the worst speaker in the world. Neither of these are true, and I know it.
You’re never as good as everyone tells you when you win, and you’re never as bad as they say when you lose. — Lou Holtz
You should definitely read and consider all the feedback you receive, but be prepared to dismiss the outliers.
What lessons have you learned about gathering useful feedback? What habits have you developed to encourage feedback from your audience?
Please share your advice in the article comments .
This is one of many public speaking articles featured on Six Minutes . Subscribe to Six Minutes for free to receive future articles.
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Andrew: Excellent post. YOu don’t need to start from scratch to create a custom feedback form. Look up The Competent Speaker Speech Evaluation form here: http://www.natcom.org/uploadedFiles/Teaching_and_Learning/Assessment_Resources/PDF-Competent_Speaker_Speech_Evaluation_Form_2ndEd.pdf
Main take-away: 6. Strike quickly. Memories fade. Agree with: “…be brutally honest”. The feedback you receive will be deeper, more specific…” Aim for specifics! Re: “I have a colleague who routinely asks “Do you have any feedback for me?” I would amend that to say:”I’d like your spontaneous feedback right now re: what you liked most but more importantly what you liked least and how I might improve it.” Thanks for providing a vaulable service. As you already know: Better communication is the key to solving personal, professional and world problems;-).
Great tips Andrew! I especially like #5 (in both lists) – “create a custom feedback form,” and “ask for details” about generic praise.
In fact I’d extend the latter to ask for details when you receive generic CRITICISM, too. Come to think of it, perhaps adapting an idea I heard from Dan Pink would help. It’d go like this:
Ask how they’d score your session, from 1 to 10 (with 1 being the worst). If they give you a low score but not a 1, ask them why they didn’t give you a 1. And if they don’t give you a 10, ask them what it would take to score just one higher. Either way, they’ll mention what they think you should do more of to improve.
On the subject of feedback forms, Charles Greene also has some great tips, which I wrote about here. I added my own tips to that, such as using a MIXTURE of multiple-choice and open questions, because the former get much higher response rates, but the latter are far more insightful.
I hope you find those ideas helpful too.
Hi! I’m a student in CST 110-17 at Northern Virginia Community College at Annandale Campus. I would say that I’m guilty with giving basic feedback to people because at the end of a public speaking, I usually say to the speaker “good speech” or “well done” when I have nothing else to say to them. In my opinion I can’t handle feedback because if I hear some of my audience got confused, bored, or they are leaving the room, even if I see nodding heads for disagreements I feel like everything I’m doing is wrong and that’s when my anxiety kicks in. But I feel that if someone close to me gives me honest feedback; that I know it comes from the heart, I know it’s better for me to learn from the experience and make it better for future speeches.
I learnt a lot from this article. I am an aspiring speaker. mainly, I learnt that all feedbacks must be welcomed and that they help us in upgrading our skill.
Some interesting articles. As a toastmaster I agree with your suggestions.
Cómo conseguir un feedback útil [en]: http://t.co/BNdnWTdPIm /de @6minutes #presentaciones — El Arte de Presentar (@ArtePresentar) Sep 1st, 2015
“Where do we find feedback? More importantly, how do we filter out the useless bits and get more useful feedback?” http://t.co/XUXd3kCJA8 — GoReact (@GoReact) Sep 2nd, 2015
How to get Useful Feedback: A Speaker’s Guide http://t.co/K2OkyKbnhd — @iScribed Sep 7th, 2015
My professor never told me this 😉 How to get Useful Feedback: A Speaker’s Guide http://t.co/SX4ObVY7k3 by @6minutes — @danielamcvick Oct 9th, 2015
How to get Useful Feedback: A Speaker’s Guide https://t.co/HmkVvgtf2L https://t.co/NMJcnhX6qS — @angelamodom Dec 10th, 2015
How to get Useful Feedback: A Speaker’s Guide https://t.co/jizgjTbCDO by @6minutes — Sleiman Skaf (@SleimanSkaf) Apr 20th, 2016
How to get Useful #Feedback: A #Speaker’s Guide https://t.co/4ESorSrZd4 by @6minutes #Toastmasters — @ashban Jun 3rd, 2016
“Be open to feedback, even if it isn’t what you hoped to hear.” Excellent tips on soliciting and processing feedbac… https://t.co/XVJGXmCh2p — Speak Up Cambridge (@speakupcamb) Aug 30th, 2018
Here are some great #tips on how to get useful feedback on your #presentation. https://t.co/dbqAokyPAn — Stephanie Scotti (@stephaniescotti) Nov 8th, 2018
Still happening for me on PC (Chrome) and Safari. Maybe it’s just this post: https://t.co/SFKIjNs2RH “Fatal error:… https://t.co/l1FwAOfv6R — Craig Hadden (@RemotePoss) Jan 23rd, 2019
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Objective: This study aimed to explore the influence of emotional feedback materials on attentional capture at different presentation times and to investigate the mechanisms of positive and negative attentional biases.
Methods: Two experiments were conducted. Experiment 1 recruited 47 participants, and Experiment 2 recruited 46 participants. Emotional facial images and emotional words were used as feedback materials. A learning-testing paradigm was employed to explore the effect of emotional feedback materials on attentional capture at different presentation times (1000 ms/100 ms).
Results: We compared the accuracy and reaction times of participants under emotional and neutral conditions at both presentation times. Experiment 1 revealed that participants exhibited a stable positive attentional bias towards emotional facial images. Additionally, under the 100 ms feedback condition, emotional interference on judgment task accuracy was greater than under the 1000 ms feedback condition. Experiment 2 found that under the 100 ms feedback condition, emotional interference on reaction time was greater than under the 1000 ms feedback condition. Comparing the data from both experiments revealed that the processing time for emotional facial images was longer than for emotional words.
Conclusions: (1) Emotional facial images are more effective than emotional words in capturing attention. (2) When positive and negative information with equal arousal levels alternates over a period of time, individuals exhibit a stable positive attentional bias. (3) When there is intense competition for attention and cognitive resources, emotional information is prioritized for processing.
Copyright: © 2024 Gao et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
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COMMENTS
Feedback comes in two main forms: positive (also called reinforcing) and constructive (or redirecting). Because you'll probably give some of each type in a presentation review, let's look at the main differences and some examples of when to apply each. Positive feedback. What it is: Positive feedback focuses on what the presenter did right.
Presentation feedback can be intimidating. It's likely the presenter has spent a good deal of time and energy on creating the presentation. As an audience member, you can hone in on a few aspects of the presentation to help frame your feedback. If it's an oral presentation, you should consider also audience attention and visual aids. ...
Here are some examples of constructive feedback for a presentation: Engage the Audience: Start with a thought-provoking question or an interesting statistic to grab the audience's attention right away. Eye Contact: Making eye contact helps connect with the audience and boosts your confidence.
Strong Feedback. "I think your presentation might need a bit of tweaking.". "Your content was solid, but it was a bit too much. Simplify your slides for better structure and make sure to adjust the length of your presentation.". "Trim some sections next time.".
Step 1: Preparation. Before diving headfirst into feedback, take a moment to familiarize yourself with the context of the presentation. Review the presentation material beforehand, focusing on the topic, objectives, and key messages the presenter aimed to convey. Understanding the presenter's goals allows you to tailor your feedback for maximum ...
Create a distraction-free time and space for getting feedback. Ideally both of you should be present, focused, and open. If we're feeling stressed or pressed for time, it's hard to be a good feedback partner. That's why it's wise to tune in to how you're feeling before you schedule a session. Remind the person that you're looking ...
Achievable: The goal of the presentation should be attainable. For example, "Trim your slides to no more than six lines per slide and no more than six words per line; otherwise, you are just reading your slides.". Realistic: The feedback you give should relate to the goal the presenter is trying to achieve. For example, "Relating the ...
With SlideLizard your attendees can easily give you feedback directly with their Smartphone. After the presentation you can analyze the result in detail. type in your own feedback questions. choose your rating scale: 1-5 points, 1-6 points, 1-5 stars or 1-6 stars; show your attendees an open text field and let them enter any text they want.
Providing vague or unclear feedback that doesn't address the specific issues in the presentation. Using a confrontational tone that may demoralize the presenter. Best Expression: "I appreciate the effort you put into the presentation. It would be helpful to streamline the content for better clarity and precision.
Do a few rounds of feedback. As everyone gives their feedback, they can collaborate in comment threads in the bubble. This allows everyone to see what's been said already, including all the context and nuance of the discussion, keeping everyone on the same page. The presenter can follow up with comments, and those giving feedback can watch the ...
Giving Constructive Feedback on Presentations. 1. Positive phrasing - provide a positive framework for the message. Explicitly identify and positively reinforce what was done well Constructive feedback is based on a foundation of trust between sender and receiver. Examine your own motives: be sure your intention is to be helpful, not to show ...
Tell them you are openly seeking reviews, praise, and criticism. 2. Be Specific in Your Requests. When you want to receive feedback on a presentation you have given, it is essential to be specific about the areas you would like to improve. For example, you might be seeking input on the content, delivery style, visual aids used, or the overall ...
In Gaby Lawson's second blog on giving effective feedback, she shares more tips for reviewing students' presentations. Following on from my tips in part 1, there are five further points I would like you to take in to consideration when giving feedback.. Emphasise the process rather than the product
Effective feedback is therefore an important part of good teaching in general, and presentation skills are no exception. To give effective feedback, you should: Be positive. Focus on all the aspects of the presentation the student has done well. It is much easier for people to accept feedback if there is a balance between positive and negative.
Improves Presentation Skills. Asking for feedback will also help improve your presentation skills. When people are asked to give feedback on a presentation, most of the feedback you will receive will be on your delivery or the slides. You'll receive feedback such as, "You effectively command attention." or, "Your slides could be more ...
Handling Feedback in Presentations. Dealing with presentation feedback is typically similar to handling product reviews on major online stores. There are some overly enthusiastic 5-star reviews that make you doubt their authenticity, and there are some 1-star reviews that suggest the buyer might have been simply incompetent for the product.
1) Discuss what was memorable. Begin your feedback by telling your presenter what you found memorable about his or her presentation. This takes your feedback to big-picture level, which is much ...
Sit in a non-defensive posture. It is tempting to cross your arms and to tense up all your muscles when receiving oral feedback. Keep your body open and loose. Staying open helps them to feel like you really want their suggestions and closed arms can equal a closed mind — keep an open body.
Presentation feedback is a valuable source of information that can help you improve your skills, engage your audience, and achieve your goals. However, collecting and analyzing feedback can be ...
6 Tips for feedback. To maximize the benefits of feedback and overcome its challenges, you should seek feedback regularly and proactively, and not only after a presentation. Choose feedback ...
Check-in. Make an intentional effort to check in with the person on how they're doing in the respective area of feedback. For example, let's say you've given a teammate feedback on their presentation skills. Follow up on how they've invested in building their public speaking skills.
6. Strike quickly. Memories fade. No matter how you intend to solicit feedback (e.g. from a group, one-on-one, with a form), do so as soon as you practically can. Memories fade quickly, even for the most astute feedback-provider. The sooner you gather the feedback, the more detailed and accurate it will be. 7.
Start the course with clear rules on mutual respect, elicited from the students themselves. Step 2: Show students the value of peer feedback. Ask yourself why they need to do this task and what they will learn from peer feedback. If students understand why they need to have these skills, they will be more engaged in the task.
Feedback should be given promptly after the presentation while the details are fresh, and it should always be delivered with empathy and the intent to help the speaker grow.
Objective: This study aimed to explore the influence of emotional feedback materials on attentional capture at different presentation times and to investigate the mechanisms of positive and negative attentional biases. Methods: Two experiments were conducted. Experiment 1 recruited 47 participants, and Experiment 2 recruited 46 participants.