Feedback (group dynamics)

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Feedback as a group dynamic method is a special form of communicative feedback . A participant asks for feedback about his behavior. The other participants tell him how they perceive, understand and experience his behavior.

Such feedback takes place constantly in contact with others, consciously or unconsciously, spontaneously or solicited, in words or in body language. In order to make these processes clear and to practice them, and to improve the perception of oneself and others, feedback is used specifically and methodically as an exercise in group dynamic training. The inner attitude of the feedback recipient and the feedback giver and a corresponding process are decisive.

The group dynamic method "feedback" is also used in group therapy, adult education and management training. Feedback as a method should not be confused with "giving someone your opinion".

Principle and effect

General
Targeted feedback is used in communication situations to improve the self-perception of the feedback recipient and to influence his future behavior. In professional and private relationships, feedback is an effective tool for improving communication and avoiding misunderstandings. Therefore, feedback u. a. Used in the management of employees and in adult training as a method to evaluate exercises effectively.
Check self-image
Every person has a picture of himself ( self-image ), and every person has pictures of others ( external image ). Self-image and external image are almost never congruent. The connections are well described in the Johari window . The more openly and honestly people tell each other how they perceive each other (external image), the better everyone can check their self-image and adjust it if necessary.
Recognize the effect of behavior
Behind every behavior there is a (more or less clear) intention. Every behavior has an effect and is experienced and judged differently by others. Through open feedback, the recipient can learn how it affects others. He can now consider whether he wants it that way and, if necessary, change his behavior.
Clarify relationships
Much is kept secret in relationships. Open feedback reveals the hidden. Wishes and needs, joy and recognition can be exchanged, but fears and injuries can also be addressed. This creates familiarity, trust and closeness.
Improve work ability
In many groups, feelings are swept under the table. There they often develop a destructive effect. Conflicting goals often lead to conflict. In open feedback, feelings can be shown and motives and needs can be explained. This creates clarity and this can lead to better cooperation.

Course of the exercise

First, the participants are informed about the purpose of the feedback. Then the process is explained and questions are answered. The feedback can be practiced in groups of two, or in turn in the group. The recipient assumes an inner attitude that expresses that he sees the feedback “as a gift”. He listens carefully. Feedback begins with the recipient's question. The feedback provider responds to this according to the following scheme:

  1. I watched ... / I noticed ...
  2. I thought / felt ...
  3. My reaction was ...
  4. I wish for ... (suggest improvements).

Feedback rules

For the giver

In order for feedback to be valuable for the recipient, the following rules are useful:

Asked for
Feedback should be requested from the recipient. He should want to learn something about himself. He can start the feedback with a question and ask the feedback provider for an answer. Example: "You got me but recently experienced in the situation XY - you like me to say, as I have since worked for you?" . If the feedback provider wants to give feedback on his own initiative, he should first obtain the recipient's permission. Example: "I noticed something in situation XY - would you like me to give me feedback?"
Descriptive
The feedback provider should describe what he sees or hears, i.e. observable behavior (not assess, interpret, search for motives).
The important thing here is:
  • Positive first (encourages the recipient to listen).
  • The transition to criticism is made with “and” .... (a “but” often destroys everything that was previously said positively).
Concrete
The giver should describe the situations concretely and precisely that he has perceived. Here, I-messages (avoid and you-messages) use. Example: "Today you hit the table with your fist - I really winced" (not: "You are always so rude")
Helpful
The aim is for the recipient to learn something about himself, something that will help him in his development, to better understand himself and his being in the world. (It's not about the giver “achieving” something).
Timely
The best thing to do is to talk to us immediately, not weeks later. Immediate positive feedback works the most. Unaddressed disturbances have a hidden destructive effect. What was long ago is forgotten and a learning opportunity is missed.

For the recipient

Feedback is a "gift" from the giver to the recipient. The following attitude and behavior has proven itself for the recipient:

  • grateful and willing to listen. Not justifying, defending, devaluing or attacking the giver
  • active listening . Comprehension questions are allowed ("What exactly do you mean by ...?")
  • would like to thank the donors for the feedback

After the feedback, the recipient should let what they hear affect them. In order to later decide for himself whether and what he wants to accept and implement from what has been said and what not ( personal responsibility of the recipient).

Other uses

In sport, “feedback” is understood to be the most immediate feedback possible on behavior in a current situation. Such immediate feedback is also used in companies. A mutual agreement (between trainer and athlete, trainer and employee) is a prerequisite for constructive effectiveness.

One component of the annual employee appraisal is the assessment of the employees. This also includes feedback on behavior in the team. An open and constructive conversation in which one informs each other about the behavior is desirable. So that everyone can see how they “got on” with others, so that they can jointly consider how cooperation and mutual success can be further improved.

In some companies, the performance appraisal is referred to as a "feedback session". This is not feedback in the above sense, but the feedback is often hierarchical, negative and not wanted by subordinates.

Learners give their teachers feedback on their teaching. These enable the teachers to see the impact their lessons have had.

See also

literature

  • Dainton, Nora: Feedback in University Teaching. utb / Haupt Verlag, Bern 2018, ISBN 978-3-8252-4891-8 . ( Online )
  • Klaus Antons: Practice of group dynamics - exercises and techniques. Hogrefe, Göttingen 2000, ISBN 3-8017-1370-9 .
  • Jörg Fengler: Give feedback. Beltz, Weinheim 2004, ISBN 978-3-407-36035-9 .
  • I. Jöns, W. Bungard (Ed.): Feedback instruments in companies - basics, design tips, experience reports. Gabler, Wiesbaden 2005, ISBN 3-409-12738-0 .