Reluctance to criticize
When I started teaching in 1997, I began as a business English trainer. My job was to go into companies and work with all kinds of staff at all levels on their English language skills. And one of the things I struggled with, especially in the beginning, was giving constructive criticism. It’s not that I didn’t notice the mistakes my clients were making. Certainly not. In fact, I had become highly sensitized to even the most minor of errors. I struggled because I did not want to undermine the motivation or confidence of my learners.
On a side note, what I am calling constructive criticism can also be referred to as feedback. What I mean here is the process of correcting someone who is learning and developing a new skill. This can happen in an educational environment, but also in a work environment where a person has taken on a new task.
One of the most rewarding parts of working in education for me is witnessing someone blossom as they learn a new skill. That is why I was wary of dampening anyone’s spirits by pointing out their mistakes too quickly.
Another significant reason why I grappled with criticism was that sometimes the recipients would begin justifying themselves or even argued with me. And that would make me feel just plain uncomfortable, embarrassed, or annoyed.
There must be a better way
There must be a better way, I thought. But I hadn’t really received any specific training on how to give constructive criticism. So, I spent quite a few years just kind of winging it. Sometimes it worked and sometimes it didn’t. And usually I blamed the recipient if it didn’t.
But I knew deep down that blaming the recipient was avoiding my responsibility. It also really bothered me that even though it was an integral part of my job, this was something I didn’t like doing. It is integral to any kind of learning situation, whether in the classroom or at work. How else can you know what to improve if you don’t receive constructive criticism?
Then one lucky day, I learned about The Praise Sandwich from two wonderful teacher trainers from Oxford University that I had the good fortune to work with on a project for The British Council (Julie Dearden and Tom Spain from www.oxfordemi.co.uk).
That sandwich changed my life. My days of fearing criticism were over.
So without further ado, I would like to present to you the standard steps for making the sandwich, and then I will elaborate on how I like to use it:
Step 1: Pick out something specific that is working well and praise it.
Step 2: Pick out something specific that needs to change or be improved and give criticism.
Step 3: Give an overall encouraging remark.
How I like to use it
After using the sandwich for many years, I have fine-tuned it to work for me, and I would like to expand on that now.
Before step 1
I like to make sure the person is ready for the feedback before I begin. I do this by making eye-contact and sometimes even asking “Are you ready?”. If it is a less formal situation, for example during a break or in the office, I initiate the conversation by saying “Can I talk to you for a minute?” and then saying “I wanted to give you some feedback. Is that OK?”
Addition to step 1
As a way to lead into the first piece of praise, I like to describe what I have observed in a neutral manner. It is useful to focus on visible behavior, like something you could record with a video camera. I try to be as specific as possible.
The reason I do this is because when I share my observations, it seems to me that the recipient appreciates the recognition. And when I do this, I am acknowledging the person’s effort – not the result. And I am letting them know that I paid attention.
Then I pick out something specific that is working well. And I try to refer to an example. I believe that this can strengthen the receiver and put them in a resource-oriented mindset. That way they will be able to accept the critical part more constructively rather than defensively.
Addition to step 2
When I get to the critical part, it makes sense to point out the parts that obviously need to be improved. I have heard people recite a litany of errors when giving feedback. If you ask me, the recipient can’t remember criticism when it is presented as a long list. The idea is to help them understand and accept what the next steps towards improvement can be – not create an unsurmountable wall of frustration.
Additionally, the criticism should focus on something the person has control over and can actually change. I sometimes make suggestions for improvements if I can. And if the criticism is referring to something really important, I do not soften it. I state plainly and clearly: “It is really important that you work on this”. And I say it calmly, which I find is much more effective than getting too dramatic.
Addition to step 3
I like to finish with an overall encouraging remark that has a future focus. So, something like, “If you include more interactive elements, then your presentation will be livelier and more engaging next time.”
Opposition
Despite my enthusiasm, I am aware that this method also has its opposers. I have heard colleagues say it is too soft and indirect, or that it doesn’t actually improve performance. I think it depends on the context. In my opinion, in a learning context where people are stepping outside of their comfort zones and making themselves vulnerable, you need to respect and support that by making sure they save face. And I believe this method does that while at the same time pointing out where improvements can and need to be made.
Of course there are circumstances where other methods are more suitable, but they will not be discussed here today.
And in my experience, when used properly in the appropriate circumstances, the effect can be really positive. So, this method is useful where-ever you are responsible for the performance of someone else and/or where-ever you are expected to provide guidance, instruction, and motivational support.
In the end, the recipient decides what to do with the constructive criticism. You have offered your perspective, but they are the ones who have to put it into action, or not. The ball is in their court. Nevertheless, since I have started using this technique, I have been able to notice a far better response from clients, students, and even colleagues, leading to improved results and relationships.
Keep Growing! <3 <3 <3