One of the most important tasks an instructor has is to provide edifying and timely feedback to their students. Feedback is a cornerstone of instruction as it allows students to learn more about the material covered in a course, and integrate said material into future courses as well as in their professional endeavors. As much as instructors may enjoy providing positive feedback, the feedback process also entails that students receive negative or critical feedback. Providing less than positive feedback is not always an easy endeavor as conveying criticism often necessitates a significant amount of tact.

However, students and employees alike find critical feedback useful toward improving their performance and enhancing their abilities. Zenger and Folkman (2013) have an ongoing study that traces the perceptions of negative feedback, and they found 92 percent of respondents indicated critical feedback was useful, assuming those providing the feedback did so in a supportive manner. That is, critical feedback must not only provide some useful takeaways, but the delivery of critical feedback is another salient aspect of edifying critique. 

Critical feedback, however, presents a paradox as Zenger and Folkman (2013) have indicated. Although most respondents willingly, if not eagerly, want critical feedback, most felt uncomfortable providing such feedback (see your critical feedback acumen at http://zengerfolkman.com/feedback-practices-perceptions/ ). This aversion to providing critical feedback reminds me of an interview I once heard on NPR. The interviewee was a public school principal who recently won some type of national award. During the interview they stated, "I believe in mean". Essentially this principal was demanding that teachers honestly review their students work, not simply praise them for submitting the assignment - which requires much less effort and skill. Moreover, the results from Zenger and Folkman (2013) study indicated the desire to receive critical feedback was cross-generational: baby boomer, generation X, and generation Y (this can be useful given the diversity of students within most online classrooms). Regardless of perceptions that certain populations do not desire critical feedback, the results from the study indicated diverse populations desire critical feedback.

Instructors need to make an effort to provide critical-cum-edifying feedback when needed. Failing to provide such feedback cheapens the education students receive, and leaves them unprepared for critique in their future educational and professional endeavors. How do you ensure that your critiquing feedback is both edifying and delivered in an effective fashion?

Thank you,

Eric

Reference:

http://blogs.hbr.org/2014/01/your-employees-want-the-negative-feedback-you-hate-to-give/