Developing feedback culture

“At universities of the arts I often experience feedback that inherently judges absolute artistic talent/ability. Feedback that is more about expressing an opinion in relation to being (un-)talented in a certain artistic aspect than it is about the working process. In this regard I think it is useful to keep in mind the concept of the rehearsal. Here, distinct fields of expertise meet in order to create a piece of art. In their essence, rehearsals represent an ongoing feed-back process which lasts for weeks and months. Rather than delivering, rehearsing means trying out. It is thinking in doing, often involving one’s whole body and entire being. There is a reason why rehearsals do not happen in quiet solitude but in groups. Something evolves through interaction and being together that cannot arise all by itself. I believe that in this context it is essential to establish a genuine and sustainable culture of learning from each other and with each other.” (bw)

• • If possible, feedback structure should be addressed, discussed and bindingly agreed upon at the beginning of any working or teaching/learning context.
  • Questions of structure concern the type of feedback, its frequency and which form it takes.
  • When preparing a mutual feedback agreement, raising the issue of how to deal with feedback that is phrased (or understood by the recipient) in a hurtful or discriminatory manner can be useful > it is recommended to outline a plan for worst-case events in advance including steps towards finding solutions
  • It is crucial from the very beginning that everyone involved gets heard and that all opinions receive due consideration. The aim is to embrace a constructive, solution-oriented attitude and act accordingly.

• Space for self-reflection: 1) Find out where you set your boundaries and what expectations you have. 2) Think about the action and/or situation which would effect change for the persons involved including yourself.
• Describing perceptions: Firstly, explain the behavior you observed or what has happened from your point of view to the other person. Do not lay claim to the truth but relate what you are seeing, feeling and perceiving. For example: “I have noticed that…” Here it is important to stick to descriptions rather than slipping into evaluations (I thought this was good/bad, etc.). In that way teaching situations can be reviewed matter-of-factly and respectfully.
• Pointing out effects: What are the conclusions you draw from your perception? What effect does that have on you? Being in the position of mirror you should use I-statements to articulate the behavior which subjectively affects you. For example, you can explain your point of view as follows: “I find that to be… and I feel…”
• Allowing space for further inquiry: Which questions does the recipient of the feedback have? Which questions have remained open? Which aspects are unclear? Before entering the implementation phase, this step requires ample time for clarification. What did the feedback recipient hear and what did they understand?
• Allowing space for requests and opportunities for co-creation: What would I like more of? What less of? Here –in order to be able to sufficiently consider and implement the suggestions for change that have been made – it is important to allow enough time to the feedback recipient.
• Concluding résumé: retrospectively reflecting the overall feedback situation. Those involved in the feedback agree on next steps and tasks ahead. Everyone should be given the opportunity to speak again and briefly reflect on the changes the feedback process has helped facilitate.

• • Switching roles: Alternating and experimenting with different roles and various modes of feedback (verbally, in written form, using emojis) is possible. Giving and receiving feedback is something that we have to learn and try out. Here it is also important to make room for mistakes and to regard the learning process as a site for experimentation.
  • Keeping notes of memories: Keeping notes of memories following an event represents a subjective depiction of one’s thoughts primarily for private purposes. However, it may be used as a memory aid for giving feedback at the end of the semester.
  • Contrasting self-perception and outside perception: Each person may ask for the group’s feedback on desired criteria in order to compare it with their self-assessment. To do so, three areas marked “very present”, “present”, “room for development” are defined within the room. In a first step, the feedback recipient positions themself on the respective fields and is then followed by the members of the group. Following this, individual positionings can be discussed.