Feedback refers to the objective response or evaluation by another person, such as a supervisor, teacher, trainer, etc. Especially in the professional and educational world, feedback (both for the giver and the receiver) is indispensable and very important, as only through feedback can development and optimization occur.

Feedback involves intervening in the self-image of the feedback receiver by communicating external perceptions. It consists of:

• Giving feedback and
• Receiving feedback

Professional feedback is honest, objective, and constructive. It serves to uncover weaknesses, clarify misunderstandings, and communicate expectations and requirements. This increases the chance that the other person will accept the feedback and make behavioral changes. Feedback is a recommendation for assistance.

Feedback Rules

To ensure that the feedback receiver accepts it constructively, the feedback giver should follow some important rules:

Appreciate

The feedback giver should appreciate the feedback receiver and their work. If the feedback receiver does not feel appreciated and respected by the other person, they will not accept the feedback and will feel patronized and negatively criticized.

Show Benefits

The feedback receiver should be explained and shown the benefits of feedback. If the feedback receiver understands why the feedback giver sought the conversation, they will be more open to criticism and praise.

Positive Attitude (I'm OK – You're OK)

The feedback receiver should feel comfortable during the conversation. Through the positive attitude of the feedback giver, the other person feels that communication is happening on equal terms. The feedback receiver is taken seriously. The positive attitude fosters a feeling of an uncomplicated and pleasant conversation.

Open Posture

The right body posture also contributes significantly to a positive conversation outcome. The feedback giver should face the feedback receiver with an open posture (upright but relaxed, looking at the feedback receiver with a friendly expression). Confidence, competence, energy, and balance are conveyed through an open posture.

I-Messages to emphasize subjectivity

The feedback giver should express their concerns in so-called I-messages. These I-messages could be as follows:

• “I noticed that…”
• “I observed that…”

This builds trust and does not sound like negative criticism or accusations.

Allow Justifications to Reduce Facade

The feedback receiver should be given the opportunity to justify themselves. This may lead them to open up a bit, allowing the feedback giver to learn about aspects of the other person that the feedback receiver has not shown before. Ideally, this further strengthens trust and respectful interaction.

Constructive

Show Alternatives
The feedback giver should have alternatives ready for the feedback conversation, which can be agreed upon if the conversation does not go as desired and the feedback receiver does not want to commit to the desired goal.

Give feedback only on things that can be changed
Constructive feedback aims for the feedback receiver to develop and optimize themselves. Therefore, it is important to give feedback only on details that can actually be changed.

Highlight Positives

Successful feedback is only achieved when positive details are also highlighted and not just the negatives. For the feedback receiver's self-confidence and motivation, it is important that the feedback giver also addresses positive qualities and achievements.

Concrete – Relate to Shown Behavior

The feedback giver should clearly and distinctly define their concerns and be able to relate and explain them to the behavior and achievements of the feedback receiver.

Timely

Feedback should be given promptly, i.e., shortly after the event. Only then can the feedback have the desired impact and success.

Relevant – Focus on the Essentials

The feedback giver should focus on the essentials during the conversation. They should not beat around the bush but address their concerns directly.

Seek Consent

In feedback, it is important to obtain the consent of the desired conversation partner (the feedback receiver). If they are confronted with accomplished facts spontaneously and unknowingly, the desired success of the feedback conversation will not be achieved. The feedback receiver will feel bypassed and cornered and will hardly be able to view this conversation positively.

Separate Person and Behavior

In feedback, care should be taken to separate the person (feedback receiver) from their behavior (the reason for the feedback). The focus of the conversation should be on the behavior, not the person.

Hold Up a Mirror

In some situations, it may be useful to mimic the feedback receiver's behavior to make the situation more understandable for them. It is important that the feedback receiver still feels taken seriously and respected.

Introduce via the Johari Window

Often, self-perception differs from external perception. Using the Johari method can visualize external and self-perception, thus facilitating the start of the feedback conversation.

Be Aware of Projections, Drama Triangle, Disruptions, etc.

In feedback, it is important to maintain respectful and polite interaction. The feedback giver should therefore prepare in advance for how to handle potential disruptions. The feedback giver should also be aware of potential projections by the feedback receiver. For example, the feedback receiver might interpret the statement: “I think your behavior was silly” as the feedback giver personally finding the feedback receiver silly. Of course, the feedback giver should not argue in this way (see I-Messages to emphasize subjectivity). The feedback giver should also keep the drama triangle in mind to react appropriately if necessary.

Debriefing / Feedback Round in a Seminar Context

Debriefing encourages participants to reflect on what they have learned, experienced, and the last teaching session. This strengthens self-perception and acceptance of the training.

The trainer can ask the following questions to gain additional information.

• “How did you feel about it?”
  The trainer can learn more about the personality or character traits of the respective participant through the targeted question.
• “What did you learn from it?”
  Through this question, the trainer can find out to what extent the participant was able to develop further through the respective exercise.
• “What would you do differently next time?” The trainer can learn to what extent the participant understood the exercise or teaching and how willing they are to change. Afterward, feedback can be given.
• “What do you still need to learn/practice?” Through this question, the trainer can determine to what extent the participant's self-perception aligns with the trainer's perception. Additionally, the participant is encouraged to self-reflect.
• “What can you connect or apply this to?” On one hand, the trainer can find out to what extent the participant understood the teaching or exercise through this question. On the other hand, the trainer can learn to what extent the participant can develop new thought goals regarding the discussed topic.