What is not feedback? Feedback: concept and types. Let's get back to simple

Specific factor of group psychotherapy. In the process of group psychotherapy O. s. provides the patient with information about how he is perceived by other group members, how they react to his behavior, how they understand and interpret it, and how his behavior affects others. O. s. enables the group member to understand and evaluate his role in typical interpersonal situations and conflicts and, thanks to this, gain a deeper understanding of his own problems. Phenomenon O. s. manifests itself in situations where the subject of perception has the opportunity to receive information from a communication partner about how he is perceived. As O. s. is any information that a person receives from the recipient of his behavior. O. s. can be direct or indirect, immediate or delayed, instrumental (photographs, magnetic and video recordings, etc.) or personal (verbal and non-verbal, evaluative or not containing evaluation, emotionally charged and emotionally neutral, descriptive and containing interpretation, role and identification and etc.). O. s. in psychotherapy it contributes to the implementation of the leading mechanism of its therapeutic action - confrontation, however, as a source of information it differs from interpretation. The interpretation may be inadequate, inaccurate, distorted under the influence of the interpreter’s own projection. O. s. “correct” in itself: it is information about how other participants in the psychotherapeutic process react to the patient’s behavior. The question of whether O. s. contain elements of interpretation, there is no clear answer. O. s. exists within the framework of individual psychotherapy, but here its content is very limited. In group psychotherapy O. s. more multifaceted, since it is carried out between each of the group members and the group as a whole. The psychotherapeutic group provides the patient with more than just O.S. - information about how he is perceived by another person, but differentiated O. s., O. s. from all group members, who may perceive and understand his behavior differently and react to it differently. Thus, the patient sees himself in different mirrors, reflecting different aspects of his personality. Differentiated O. s. not only provides diverse information to improve self-understanding, but also helps the patient learn to distinguish between his own behavior. The patient’s own reaction to the information contained in the OS is also of interest to other group members (being second-order feedback, i.e. e. feedback on feedback), and for the patient himself, allowing him to see significant aspects of his own personality and his reactions to the discrepancy between the image of “I” and the perception of others. Processing and integration of O. page content. in the process of group psychotherapy provides correction of inadequate personal formations and contributes to the formation of a more holistic and adequate image of “I”, self-image and self-understanding in general. Kratochvil (S., 1978) distinguishes 4 areas in self-awareness, or the image of “I”: open (what a person knows about himself and others know about him), unknown (what a person does not know about himself and does not others know), hidden (what a person knows about himself, but others do not know), blind (what a person does not know about himself, but others know). O. s. carries information that allows the patient to reduce the blind area of self-awareness. To create an effective O. system in a psychotherapeutic group. a certain atmosphere is required, characterized primarily by mutual acceptance, a feeling psychological safety, goodwill, mutual interest, as well as the presence of motivation to participate in the work of a psychotherapeutic group and the phenomenon of “unfreezing”, in which group members are ready and able to abandon the usual, established ways of perception and interaction, having discovered their insufficiency and imperfection. O. s. in a group, it is more effective if it is not delayed, that is, if it is provided to the patient immediately at the moment of observing his behavior, and not after some time, when the situation ceases to be relevant and significant or when psychological defense mechanisms have already come into effect. Effective O. s., according to a number of authors, is more descriptive or contains emotional reactions to the behavior of a group member rather than interpretations, assessments and criticism. A differentiated OS will also be more effective, i.e. OS coming to the patient from several group members, since it seems more reliable to him and can have a greater impact on him. Sometimes training groups form certain rules provision and acceptance of O. s. (for example: “Talk about your feelings, but don’t judge”, “Listen carefully, but don’t try to answer everyone”, etc.). Although such rules are not strictly formulated in psychotherapeutic groups, the psychotherapist strives to develop the most effective forms of O. s. in the group. within the framework of one or another theoretical orientation (see Mechanisms of the therapeutic effect of group psychotherapy).

Feedback- this is a response to a speech utterance: an answer to a question, agreement or disagreement, a new speech, etc. Feedback can take the form of action; after listening to the speaker, people act on his recommendations.

Feedback is the verbal and nonverbal messages a person intentionally or unintentionally sends in response to another person's message.

The listener is able to influence the speech behavior of the speaker precisely because he is nearby and his reaction is obvious. This reaction is nothing more than (in terms of information theory) a manifestation of feedback.

In interpersonal communication, we constantly provide each other with feedback, whether we want it or not. Everything we do or fail to do towards or in interaction with others can be considered feedback. Let's say a young man wrote several dozen letters to a girl and did not receive an answer to one - the feedback in this case is the lack of action. We laugh at a joke told when we really find it funny or when we want to please the teller - these are examples of spontaneous and deliberate feedback. Love expressed by a glance or a poetic message are examples of nonverbal and verbal feedback. If our words or actions cause an undesirable reaction in someone and we rush to accompany them with the phrase: “You misunderstood me...” or “That’s not what I meant at all” - this is how we try to control the feedback.

A person’s actions, in which her ability to hear turns out to be, precisely because of their “reactive” (that is, reacting to a stimulus) nature, provide the very possibility of feedback, and all the factors discussed above, improving the ability or preventing it, directly affect the content of the feedback. "connections.

Among the types of feedback are: evaluative and non-evaluative reverse. Evaluative feedback - communicating your opinion, your attitude to what is being discussed.

A group of American researchers led by A. Jacobs investigated a phenomenon called the “jump in probability.” Its essence lies in the fact that positive feedback is always assessed as more reliable than negative feedback. With regard to the optimal sequence of feedback delivery, a number of experimental data suggest that negative feedback is rated as more credible and desirable when given after positive feedback rather than before it.

The mentioned group of researchers conducts experiments in accordance with a “long-term” program, studying the dependence of feedback acceptance on three variables: 1) the sign of feedback ("+" or "-") 2) the sequence of its presentation - first "+", then "- ", and vice versa; 3) form of feedback: a) behavioral (“I think you’re acting too bossy”), b) emotional (“I like you,” “I’m angry at you”), c) emotional behavioral (“You’re acting bossy.” , and that makes me angry.").

One of the ways to increase the reliability of feedback, discovered during an experiment called the “amplifying effect.” Its essence is that the emotional "additive" to the behavioral basis increases the likelihood of feedback compared to purely behavioral feedback, if both are positive. And the emotional addition itself reduces the likelihood of feedback if it is negative. In other words, “reinforcing” a positive behavioral observation (“You're attentive”) with a positive emotional response (“I like you”) increases the likelihood of a behavioral observation, while pairing a negative behavioral observation (“You're distracted”) with a negative emotional response ("I don't like you") reduces the credibility of a behavioral comment: the comment may be perceived as biased and caused by a negative attitude. A. Jacob believes that the use of the "reinforcement effect" is a powerful lever for changing the likelihood of feedback.

Evaluations can be positive (“you’re doing well”) or negative (“what nonsense are you talking about”). Positive evaluative feedback serves the function of supporting our partner’s “I-concept” and the existing relationships with him. interpersonal relationships.

Negative evaluative feedback performs a corrective function aimed at eliminating unwanted behavior, changing or modifying our relationships.

The structure of evaluative feedback involves the use of phrases that indicate that it is about own opinion person: “it seems to me”, “I think”, “in my opinion”. If such expressions are absent, and the assessment is expressed quite definitely and openly, then the statements acquire a static character, are often perceived as rudeness or impoliteness and cause the interlocutor to psychological protection. Therefore, relationships become strained or even collapse. Let's compare the statements:

“It seems to me that this is not so” and “How stupid!”

Non-judgmental feedback - type of feedback does not contain our attitude to the issue under discussion. We use it when we want to learn more about a person's feelings or help her formulate an opinion on a specific issue, without directly interfering with the actions of the interlocutor.

This goal is achieved through techniques such as clarification, paraphrasing, clarification, and reflection of feelings (or empathy). Such procedures formed the basis for the identification of listening styles that we discussed earlier.

So, feedback is a necessary component of effective communication.

Topic 3

Feedback Mechanism

The concept of psychological feedback.

There are various ways and forms through which a person recognizes himself, for example, this occurs as a result of comparing himself with other people, as a result social interaction or through introspection. In the process of interpersonal communication, this problem is solved using a special mechanism - the feedback mechanism.

Feedback – information about how the recipient perceives the Communicator, how he evaluates his behavior and words.

It should be noted that information in communication is not simply transmitted from one partner to another (the person transmitting information is usually called a communicator, and the person receiving this information is called a recipient), but is exchanged. Accordingly, the main task of information exchange in communication is not a simple translation of information in a forward or reverse direction, but the development of a common meaning, a common point of view and agreement regarding a particular situation or communication problem.

The meaning of the feedback mechanism is that in interpersonal communication the process of information exchange is doubled, and in addition to the substantive aspects, the information coming from the recipient to the communicator contains information about how the recipient perceives and evaluates the behavior of the communicator. Thus, feedback is information containing the recipient’s reaction to the behavior of the communicator. In other words, under interpersonal feedback refers to the intentional, verbal communication to another person of how one's behavior or the consequences of that behavior are perceived and experienced.

Purpose of receiving feedback– correction of one’s own behavior in the process of communication. Feedback includes conscious control communicative actions, observing the partner and assessing his reaction, then changing one’s own behavior in accordance with this. The feedback mechanism presupposes the ability to correlate one’s reactions with the behavior of a partner, with assessments of one’s own actions, and draw a conclusion about what caused a certain reaction of the interlocutor to the words spoken. Feedback also includes corrections that the communicating person makes to his own behavior, depending on how he perceives and evaluates the actions of his partner.

Purpose of providing feedback– helping a communication partner understand how his actions are perceived and what feelings they evoke in other people.

Types of feedback. Feedback can be transmitted in various ways. First of all, they talk about direct and indirect feedback.

When direct feedback information coming from the recipient contains a reaction to the behavior of the speaker in an open and unambiguous form. These can be open statements like “I don’t like what you’re saying,” “I have a hard time understanding what you’re talking about now,” etc., as well as gestures and various manifestations of feelings of annoyance, irritation, joy, and others. Such feedback ensures adequate understanding by the communicator and creates conditions for effective communication.

Indirect Feedback- This is a veiled form of transmitting psychological information to a partner. To do this, various rhetorical questions, ridicule, ironic remarks, and emotional reactions unexpected for the partner are often used. IN in this case the communicator must guess for himself what exactly the communication partner wanted to provide to him, what his reaction actually is and his attitude towards the communicator. Naturally, guesses do not always turn out to be correct, which greatly complicates the exchange of information and the entire communication process.

Feedback Levels. Feedback can be provided at various levels:

1. cognitive – “I see, hear, touch”: participants are included in the communication process (“In your story the pauses have now become shorter”, “You are now saying again and again that...”, “Talking about your husband, you began to touch your wedding band.” ring...", etc.);

2. emotional - “I feel”: we say what exactly we feel in connection with what we see (“I have a doubt that this is a resolved issue for you...”), while it is important not to tell the person your interpretation;

3. level of one’s own ideas, hypotheses – “I react.”

Feedback functions. In 1950, Joseph Luft and Harry Ingram proposed a model illustrating the processes of self-knowledge and self-disclosure of a person, which was called the “Joe-Harry Window” (it should be noted that there are other variations of the name in the literature, for example, the Johari Window, the Joe-Harry Window , Joghari Window).

Thus, each person has certain individual psychological characteristics, personal qualities and properties, the existence of which he may or may not know about in himself (or may not be fully aware of them). The people around him, his communication partners, in turn, may or may not be aware of his personal qualities.

Thus, if we take “knowledge/ignorance” (presence/absence of information) of the personal characteristics of the person himself and his communication and interaction partners as the reporting point, we can obtain four areas of intersection of these positions.

Rice. 2. Joe Harry Window

1. Open area(or, using other terminology, an open window, or “Arena”) contains behavior, feelings and motives that are known to both the person himself and those around him. This is the sphere of ordinary everyday communication. The open window includes information that a person knows about himself and presents it to others - for example, his name, some of his habits and qualities.

2. Blind area(blind window, “Blind spot”) consists of information that is not known to a person, but is known to others. This includes how a person is perceived by communication partners from the outside, while he himself has not the slightest idea about it. Often, this is quite negative information, something that a person himself does not notice, and others consider it inappropriate to talk about it (for example, a repulsive behavior, increased aggressiveness, intrusiveness and other behavioral characteristics).

3. Hidden area (closed window, Visibility) contains something that a person is aware of, but others do not know. This includes information that a person would like to keep secret from others (the area of unresolved problems, unseemly actions, intimate moments, etc.).

4. Unknown area (unknown window, "Unknown")- this is what is beyond the consciousness of both the individual himself and those around him, this is the sphere of the unconscious.

The size of each window can change in the process and result of communication, in particular, during an open dialogue, during a doctor’s consultation, psychological counseling and psychotherapy. Based on the proposed model, we can imagine the following interaction patterns between communication partners, leading to changes in window sizes (Fig. 3).

For example, high-quality, effective dialogue communication leads to the expansion of the open window by reducing the remaining windows.

In psychotherapy, work occurs on changing the blind and unknown windows, transferring information from these windows to an open or closed window. In simple communication, communication partners must be able to control the size of these windows while engaging in various role-playing games or presenting oneself in different contexts.

Rice. 3. Scheme of interactions between communication partners

Thus, the following main functions of interpersonal feedback can be distinguished:

· feedback acts as a regulator of behavior: a) encourages change; b) indicates the type of change required; c) helps to evaluate attempts towards achieving this change;

· feedback acts as a regulator of interpersonal relationships;

· feedback acts as a source of self-knowledge;

· feedback in interpersonal communication ensures active communication, eliminates frustration, improves mutual understanding, and reduces tension among communication partners.

Conditions for effective feedback (how to give feedback). Polish psychologist E. Melibrud cites a number of conditions for effective feedback.

1. In your comments, you must try to touch, first of all, on the characteristics of the partner’s behavior, and not on the personality of the partner, try to talk about his specific actions. For example, the following statement by a doctor would be incorrect: “You are such an irresponsible patient, you never follow my recommendations.” It would be more effective to say: “Failure to follow the doctor’s recommendations can lead to consequences such as...”.

2. Feedback should be constructed in a descriptive manner, and not in the form of evaluations, that is, be non-evaluative and descriptive in nature. This means talking more about your observations rather than your conclusions (always remember that the conclusions you draw may not be true). It is possible that thanks to the observations expressed, the partner will come to deeper and more correct conclusions.

3. Feedback is formulated in terms of one’s own feelings and attitudes, “I-statements” are used (for example, not “You upset me!”, but “I’m upset”). Also, when describing the behavior of another person, you should try not to use the categories “you always...”, “you never...”.

4. Feedback should be based on the “here and now” principle, in other words, it should not be delayed. It is necessary to try to focus your attention on the specific actions of your partner in situations that took place quite recently, and not on stories of the distant past.

5. When providing your partner with feedback, you must try to avoid advice that is, in essence, a softened form of a negatively colored judgment; it is better to express your thoughts, as if sharing thoughts and information with your partner.

6. When providing feedback to a person, you should try to emphasize what can be valuable for him, and not what can bring satisfaction to you personally. At the same time, you should try not to abuse the expression of feelings, not resort to emotional release, and try not to manipulate others.

7. Feedback, like any form of help, should be offered rather than forced.

8. Feedback must contain such information and in such quantity that the partner is able to use it.

9. Care must be taken to ensure that the moment for providing feedback is appropriate... It is important to choose the right time, place and situation for this. Often, in response to feedback, the partner reacts with deep emotional experiences. Therefore, you need to be very tactful and intelligently assess the capabilities of your interlocutor.

10. Humanistic principle of feedback. We must remember that giving and receiving feedback requires some courage, understanding, and respect for yourself and others.

Feedback(feedback) - information that an employee receives about how the manager perceives and evaluates his actions.

Why feedback is needed:

With its help, the manager manages the activities of his subordinates, that is, he encourages the desired behavior and limits the unwanted. By praising an employee, he thereby confirms the correctness of his actions, compliance with the plan, and the ideas of the manager. If it is necessary to change the actions of a subordinate, the manager gives corrective feedback. This achieves the main thing - ensuring the effectiveness of the subordinate’s actions.
Feedback performs a teaching function. It allows the employee to find out what is expected of him, what are the criteria for evaluating his work, and how much his actions correspond to the correct technology for performing the work.
It performs a motivating function. The manager praises, encourages the employee and recognizes his achievements, thereby creating motivation for further work. With the help of corrective feedback, the manager creates a desire to correct the situation.
Providing detailed feedback is a manifestation of attention to the employee on the part of the manager, which has a beneficial effect on the relationship between people working together.

Therefore, feedback is essential. integral part such management processes as control, mentoring, motivation, has the most powerful potential as a tool of managerial influence. For this potential to be realized, the following conditions must be met. Feedback should be:

Specific. The manager should not generalize and make global conclusions like: "You're always late for work", better to say . In feedback it is necessary to operate with specific facts, and not general judgments.
About actions, not about personality. Acceptable statement "You're 15 minutes late today", but not "you are an undisciplined person". An action can be corrected, but a character cannot be corrected. Therefore, a person is ready to accept information about the action, but is not ready to agree that he is some kind of different person, and will defend himself and argue.
Timely. Feedback should be given immediately after the behavior you want to encourage or change. This is also called the “hot stove rule” (if you touch it, the burn occurs immediately, not later).
Developmental. One of the tasks of feedback is to develop an employee’s ability to self-analyze, independently highlight his successes and shortcomings, and correctly search for their causes. To do this, the manager uses open ones, helping the subordinate himself to formulate the correct conclusions about his work. Conclusions drawn independently are accepted and remembered much better than those said by another person.
Adapted. All people are different in their level of sensitivity to criticism and readiness for self-development. The manager needs to adapt his feedback to the level of understanding of his subordinates: do not give a lot of corrective information at once if the person is able to understand and implement only part of it.

There are several models for structuring feedback, of which the most commonly used are the following:

"Sandwich Rule" Feedback is provided according to the structure “Positive - Corrective - Positive”. Such a structure is necessary for those employees who may not be emotionally ready to accept the need to adjust their actions. To prevent the employee from taking a defensive position in communication with the manager, feedback begins and ends with positive aspects in his activities (achievements, successes, strengths).

...In one of the companies, the supervisor had a tough, impartial conversation with a sales representative about the unconvincing dynamics of fulfilling planned tasks. At the end of the conversation, suddenly remembering the “sandwich rule,” the supervisor lowered his voice and said: “Well, in general, you’re great, customers at retail outlets speak well of you. Go to work". To which the sales representative, leaving, plaintively remarked: “Uncle Fyodor, your sandwich is somehow wrong...”

The BOFF model (Behaviour – Outcome – Feelings – Future), in the Russian version of the BCBB (Behaviour – Result – Feelings – Future). First, the manager describes the employee's behavior and the result to which this behavior led. Further, he enhances the emotional impact by mentioning the feelings that he (or the employee’s colleagues, the employee himself, other persons) feel about this. The feedback ends with a description of the desired behavior that the employee must demonstrate in the future. The model is used if the manager has doubts that regular feedback will be effective for a given employee.
SOR model (Standard – Observation – Result, Standard – Observation – Result). Designed to orient the employee to the correct technology of action. First, the manager reminds the employee of the existing actions in the company, then discusses with the employee his observations about his behavior, reaches the employee’s understanding of the results that his behavior can lead to, and achieves the employee’s willingness to comply in the future.

In addition to the ability to provide feedback, you also need to learn yourself and teach your subordinates to accept it correctly. To do this, it is important to follow several rules:

When receiving feedback, do not make excuses and avoid being defensive.
Ask questions for clarity, ask for examples of behavior, summarize the information received, and get confirmation that you understood it correctly.
Thank you for your feedback.
Make an action plan on what and how you can improve.

In the FMCG field, much attention has traditionally been paid to managers’ compliance with the rules for providing and receiving feedback, which can be enshrined in a number of other processes. For example, one of the functions of a meeting is summing up, i.e. providing feedback to the team, which should also be carried out taking into account the rules described above. This means that during the meeting he must operate with specific, relevant figures and facts (the rules of “specificity”, “timeliness”), start with the positive and achievements of the team (the “sandwich” rule), and focus on what needs to be improved today ( “adaptability” rule). At the same time, he should never “criticize” individual subordinates in the presence of others, that is, he must praise in public and criticize one by one.

What is feedback (FE), why is it needed and how to increase the efficiency of your employees through FE.

Three groups of young people performed the same work in laboratory conditions, and regardless of the results, one group was encouraged with approval, critical remarks were made to the other group, and the third group was ignored (neither praised nor criticized). As expected, the first group showed the best results, the next in the ranking was the group that was regularly criticized, and the lowest level of achievement was shown by the third group, which was left without attention.
Feedback- intentional communication to another person about those actions that lead to achieving a goal.

OS features:
* Support and encouragement of actions that lead to success and produce the desired result.
* Changing ineffective behavior
* Motivation
* Learning to learn from past mistakes and failures.
OS target– so that the next time in a similar situation the person acts just as successfully or avoids previously made mistakes.

During our lives we get OS many times. Sometimes it is given directly, sometimes indirectly. Sometimes this OS helps us better learn something new about ourselves. But sometimes feedback leaves us feeling negative and doesn't help us perform or learn better.

How to give Feedback?
Targeted
(It is very important, when giving OS, to call by name, say “you/you” and not “he/she”, eye contact)
Specifically
(Place special emphasis on the fact that the OS is often given “I liked everything.” Everything is nothing!
The best result will be given by being specific - “I liked how you said that time, how you restrained yourself at such and such a moment, how you smiled after this question, your gesture, etc.”)
Short and to the point
(Brevity is the sister of talent, it is very difficult to remember absolutely everything, and the effectiveness of a detailed analysis of the entire meeting is not always high, a person will still pay attention and remember only a few points, so it is better to focus on one or two stages/directions that will help in the future, and so or those that need development)
Posts
(Be sure to take notes when giving OS, firstly, not everything is remembered, and secondly, this will increase respect for you on the part of the person to whom you are giving OS, that you listened carefully and took the process seriously. Thirdly, sometimes a person does not realize what exactly and how he says, quotes will help to understand some points, plus they will show that you are not unfounded).

How to receive Feedback?
Seek objectivity
Don't apologize
Don't make excuses
Don't argue
Don't be offended
Make notes
The most important thing when receiving feedback is to remember all your skills as an effective communicator.
After all, the purpose of the OS is not to scold you, not to humiliate you and not to poke you into mistakes, but to help. That’s why you need to accept feedback as help, abstracting from emotions, listening carefully and not just making notes.

The Feedback structure is like a positive sandwich. What is its positivity? Remember the cartoon about Matroskin. So, the structure of the OS is very similar to the most correct sandwich, no matter how you put it, it’s still a sausage on the tongue.
Positive points (what I liked) +
Points for improvement (what to add, what is missing) –
Points to think about (where to move, what to work on, what to build success on) +/-

Happy Feedback.