During a recent roundtable, someone recommended the book “Thanks for the Feedback” by Douglas Stone and Sheila Heen to think through ways that we provide feedback, but also ways that people receive feedback (or reject it).
As an Academic Success Professional (ASP), I have experience giving feedback to students who seem to bring up the same issue week after week. This book has given me insight into ways that I can better give feedback, and also explain why sometimes my words go in one ear and out the other. Do you ever feel that way?
The book shares three types of feedback: coaching, appreciation, and evaluation. All of these types of feedback are needed. But sometimes one is needed more than others, and others may overshadow it, not fulfilling the student’s need.
With those three types in mind, let’s discuss each type of feedback a little more.
Coaching – This type of feedback helps students increase their knowledge and skill. This one is all about growth and capability.
For example, I am almost always suggesting ways for our students to improve. Even if a student just wants to vent, I find myself suggesting we discuss next steps for them to take. For me, coaching may overshadow other methods of feedback when I’m meeting with students.
Appreciation— This type of feedback motivates and encourages. Noticing the work students are completing and acknowledging it reminds them that they are seen and that their presence matters in this space.
For example, I have had students who have gotten to school before 8 and stayed late. They thought this long, hard work was the way to success on a law school exam, but unfortunately, they did not do as well as they had hoped. Coaching wasn’t enough. They needed someone to acknowledge their work ethic, and then we were able to move into suggesting ways for them to improve.
Evaluation – This type of feedback tells the students where they stand, helps students align their expectations, and informs students’ decision-making.
For example, evaluation is especially helpful during the spring semester after 1L year. I, along with the Dean of Students, meet with students whose GPAs fall below a required threshold. They aren’t all on probation but they are required to meet with us. We provide a self-assessment where they have the opportunity to reflect on the past semester and set new expectations going forward about what success is (concept sounding a little like coaching, right?). Some achieve the academic goals they set for themselves, and others find that the goal is merely to graduate and pass the bar. Either way, this assessment helps ground them and set a path forward.
Taken together, these examples make me wonder how many times I’ve coached when I should have shown appreciation or given an evaluation. I am not putting unnecessary pressure on myself. Instead, considering the other two ways to offer feedback to make sure I’m supporting my students as best as possible.
Do you find yourself favoring one feedback method over another, or do you balance all three well?
(Kiana Wilson)
