Quick Points

 Reminder that Test 4 is on Thursday

 Optional Final Exam is next Tuesday at 11:45am in 201 NSC

 A last optional paper assignment is being distributed today

and you can turn it in up to the final exam.

 Sign up for the MANDATORY phase 2 of the feedback and

performance appraisal live action assessment is being
distributed this afternoon. Sign up is Wednesday-Monday. If
you absolutely cannot make one of these times, you have to
contact me RIGHT AWAY (no later than today).
 Critical
Feedback and
Performance
Appraisal
 Critical Feedback
 To critically evaluate, praise and/or find
fault with someone

 The content of the critic matters, but HOW

it is delivered is VITAL
 Even good feedback can provoke anger, despair,
or a thirst for vengeance in the receiver if the
delivery is clumsy and face-threatening
 Importance of criticism
 Well-given criticism can:
 Clear up a problem
 Bring the satisfaction of helping someone else
reach a goal or overcome a problem
 Make people feel stronger about the
relationship
 Makes them feel the relationship can withstand
negative feedback
 Demonstrates that the person doing the criticism cares
enough to risk awkwardness
 Importance of Criticism
 Poorly given criticism hurts:
 Individuals
 Relationships
 Organizations

 Receiving criticism important

to:
 Learning
 Maturity
 Self-respect
 Importance of criticism
 Today’s strategies are drawn from the
gestalt of research on critical feedback
in the following contexts:
 Performance

 Decision-making

 Relationships
Factors affecting how people
respond to critical feedback:
 Features of the recipient
 age, mood, personality

 Features of the relationship

 How well you know me; Your right to
critique me (power dynamic)

 Features of the giver

 Competency; hypocrisy

 Features of the situation

 Time (are things rushed or not)
 Guidelines for Giving Criticism:
HOW TO SAY IT WHAT TO SAY
 Give promptly  Start positive
 But in private is more
important  Behavior not person
 Limit number  Be specific
 Structure
 Preview topics
 Reasons and benefits
 Bring up problem
 Then address solution  Offer help
 Nonverbal consistent with  Dialogue
verbal
 Hypothetical
 Supernanny #1
 https://www.youtube.com/watch?v=uW1lRb6H4Nc

 Supernanny #2 (14:15 start)

 https://www.youtube.com/watch?v=ZdeNGt0I0JU

 Supernanny #3 (9:30 start)

 https://www.youtube.com/watch?v=onWa0LY1Vmw
 Hypothetical
 Get into groups of 3 (giver, receiver,
observer)
 This is about you and your roommate. You’ve been
getting along relatively well, but there are a couple
of things I/we do that really push your buttons.
Perhaps we (a) are loud at night when you’re
sleeping, (b) wear your clothes without asking, (c)
can be rather sloppy in the room, and (d) invite
people over all the time without checking to see if
it’s OK with you first.