{"id":58863,"date":"2021-08-19T16:44:26","date_gmt":"2021-08-19T20:44:26","guid":{"rendered":"https:\/\/world.edu\/?p=58863"},"modified":"2021-08-19T16:44:26","modified_gmt":"2021-08-19T20:44:26","slug":"feedback-from-supervisors-can-be-a-good-or-bad-experience-heres-how-to-get-it-right","status":"publish","type":"post","link":"https:\/\/world.edu\/feedback-from-supervisors-can-be-a-good-or-bad-experience-heres-how-to-get-it-right\/","title":{"rendered":"Feedback from supervisors can be a good or bad experience. Here\u2019s how to get it right"},"content":{"rendered":"

\"\"
\nGiving good feedback is an art. It can be challenging for supervisors and managers, whether in an educational setting or any other workplace. Our\u00a0newly published review<\/a>\u00a0of the past decade\u2019s research on this issue confirms the key elements of improving feedback are to make it meaningful, constructive, timely and regular.<\/p>\n

Feedback is centred on\u00a0giving information<\/a>\u00a0about actual performance against set requirements. Good feedback enables people to learn from both successes and weaknesses in performance.<\/p>\n

Focusing only on people\u2019s shortcomings does not help learning, but\u00a0hinders<\/a>\u00a0it. Bad feedback can be\u00a0destructive<\/a>.<\/p>\n

An earlier review found\u00a0one feedback intervention out of every three<\/a>\u00a0actually decreased performance. Postgraduate students\u2019 experiences of feedback from research supervisors mirrors employees\u2019 experiences of\u00a0feedback from managers<\/a>. Our\u00a0analysis<\/a>\u00a0of the past decade of academic literature on feedback to postgraduate research students confirms the problem is widespread.<\/p>\n

And large numbers of people are affected. Australia has more than\u00a066,500<\/a>\u00a0higher degree research students. In the US,\u00a055,703<\/a>\u00a0doctorates were awarded in 2019.<\/p>\n

Poor feedback to such students leads to a negative experience. But there is not one feedback strategy that works positively for all situations.<\/p>\n

What are the common problems?<\/strong><\/h4>\n

Our study found the problems in giving and receiving feedback related to content, process, people and expectations.<\/p>\n

Low-quality feedback with\u00a0inadequate information<\/a>\u00a0or\u00a0vague content<\/a>\u00a0from managers does not lead to better work performance. Equally, managers and supervisors need to find a good balance between overwhelming their supervisees with\u00a0too much feedback<\/a>\u00a0and not providing enough or\u00a0infrequent and delayed<\/a>\u00a0feedback.<\/p>\n

Feedback does not stand alone \u2013 it is part of the broader relationship between supervisor and supervisee. A\u00a0lack of trust<\/a>\u00a0is harmful for the giving and receiving of feedback.<\/p>\n

Feedback is a two-way process between the giver and receiver \u2013 both parties contribute to the experience. Some individuals\u00a0actively seek<\/a>\u00a0feedback. Others try to avoid it at all costs.
\n

\"\"

Source: Chugh et al, Supervisory feedback to postgraduate research students: a literature review (2021). Image: Shutterstock, Author provided<\/p><\/div><\/p>\n

Not all feedback receivers are willing to\u00a0take feedback on board<\/a>. On the other hand, many feedback givers lack appropriate\u00a0feedback skills<\/a>\u00a0or awareness of their own style of feedback, including its timing and tone. Often, feedback is less than effective because of a mismatch of expectations between givers and receivers.<\/p>\n

The need for a \u2018critical friend\u2019<\/strong><\/h4>\n

Providing effective feedback is essential to improve learning and performance. Managers and research supervisors\u00a0continually<\/a>\u00a0give and receive feedback. But, before giving feedback, supervisors should manage expectations and negotiate\u00a0supervision arrangements<\/a>. These include how often and when to give feedback, as well as the length and depth of feedback content.<\/p>\n

In all organisations, supervisors should aim for a\u00a0positive supervisory relationship<\/a>. Such relationships are based on trust, respect, open communication and shared meaning.<\/p>\n

Supervisors\u2019 style of feedback often\u00a0parallels<\/a>\u00a0their own experiences, whether it was helpful or not. As feedback can often be misunderstood, supervisors should critically reflect on their feedback style so it becomes a satisfying two-way process.<\/p>\n

Constructive regular feedback should highlight both\u00a0strengths and weaknesses<\/a>. It should also suggest improvements.\u00a0Fifty-seven percent<\/a>\u00a0of employees prefer to hear corrective feedback that provides suggestions for improvement and points out things that weren\u2019t done optimally.<\/p>\n

So, supervisors can assume the role of a \u201ccritical friend\u201d who is encouraging and supportive but provides candid feedback on performance.<\/p>\n

Using technologies such as videoconferencing, messaging, social media and email can help in providing timely feedback.<\/p>\n

Our\u00a0review<\/a>\u00a0sums up the research findings on the characteristics of effective feedback as:<\/p>\n

\u201csuggestive and constructive, brief, frequent and regular, actionable, specific and tailored, explicit, honest but empathetic and tactful, formal, supportive and encouraging, advising, appreciative and respectful but critical\u201d.<\/em><\/p><\/blockquote>\n

\"\"

Source: Chugh et al, Supervisory feedback to postgraduate research students: a literature review (2021). Image: Shutterstock, Author provided<\/p><\/div>\n

A 3-way process of improving feedback<\/strong><\/h4>\n

Improving the feedback environment can lead to benefits that include\u00a0higher<\/a>\u00a0work satisfaction. For example, in higher education, the triad of institutions, supervisors and students\/supervisees can all help\u00a0improve<\/a>\u00a0feedback processes. The same is true of the\u00a0triad<\/a>\u00a0of the organisation, supervisors\/managers and employees in other workplaces. Each has a role to play in making feedback effective.<\/p>\n

Institutions and organisations can provide administrative, technical and financial support to supervisors. Training, mentoring and personal development opportunities can help both supervisors and supervisees succeed.<\/p>\n

Supervisors need to engage in professional development, regularly communicate with their supervisees, be culturally sensitive and use a blend of the previously outlined feedback strategies.<\/p>\n

Supervisees should develop reflective skills and engage critically with feedback as integral to their learning and improvement.<\/p>\n

No \u2018one size fits all\u2019, but key principles apply<\/strong><\/h4>\n

Every supervisory relationship is different. However, developing a constructive feedback culture is critical. In the supervisor-supervisee relationship, lessons need to be learnt from problems in the process, and a mix of positive feedback strategies can be adopted.<\/p>\n

As our study shows, there is no \u201cone size fits all\u201d approach to providing feedback. Ultimately, supervisors and managers should ensure feedback is supervisee-centred, focuses on improvements and is actionable.<\/p>\n

Author Bios:<\/strong> Ritesh Chugh is a Senior Lecturer \u2013 Information Systems and Analysis, Bobby Harreveld is Professor and Director, Centre for Research in Equity, Advancement of Teaching & Education (CREATE) and Stephanie Macht is a Senior Lecturer in Strategic Management all at CQUniversity Australia<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Giving good feedback is an art. It can be challenging for supervisors and managers, whether in an educational setting or any other workplace. Our\u00a0newly published review\u00a0of the past decade\u2019s research on this issue confirms the key elements of improving feedback are to make it meaningful, constructive, timely and regular. Feedback is centred on\u00a0giving information\u00a0about actual […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":58864,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[12989],"coauthors":[11733],"class_list":["post-58863","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-supervisors"],"acf":[],"yoast_head":"\nFeedback from supervisors can be a good or bad experience. 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Our\u00a0newly published review\u00a0of the past decade\u2019s research on this issue confirms the key elements of improving feedback are to make it meaningful, constructive, timely and regular. 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