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In the last month I have received a lot of feedback from multiple sources, including lecturers, peers and, most noticeably,  rugby coaches. The feedback I get from my coaches is continuous and regards a great number of things from diet and fitness to passing and scrummaging.

i did not experience triggers inn receiving this feedback as the coaches are all experienced players and can relate to any issues I am having. In particular with scrummaging, as I have only recently moved to a position which makes this a part of my game, I try to be extremely open to any and all advice and criticism in order to do my best to improve this aspect of the game. It is helpful that the coaches are extremely patient with all players and have great time for us. This familiarity and is essential if one wishes to give criticism and advice without seeming condescending, along with being able to relate to the issues.

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In the past month, I have been given feedback from one of my lecturers, in which he made suggestions as to how I might improve my presenting skills.

I did not experience the triggers associated with the obstacles to receiving feedback, and I feel this was the case because I received feedback in a constructive manner.

My lecturer made note of my strengths whilst simultaneously offering suggestions and advice as to how I might improve my ability where presenting is concerned.

Moreover, my lecture delivered feedback in a relaxed albeit formal manner, and this served to lessen any anxieties I might have had previously about receiving feedback.

Where giving and receiving feedback are concerned, certainly the key is in the delivery.

Ian Smith

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Yes I have received feedback in the last month. I received feedback in my Irish tutorial from my Irish tutor from my arts module with regards homework I submitted after one of the classes. He told me that the work I submitted was fine but that it could have been better and that I was definitely capable of submitting better quality than what I did. Upon reading the corrected homework afterwards, I began to see where he was coming from and was actually quite surprised at myself for the quality I had submitted as I had no idea it was as poor as I had originally thought so the feedback was certainly needed. I didn't take this feedback too personally and I do believe that I have improved since as a result and I spend a lot more time now on my homework and I double-check it before submitting it now and my most recent homework submissions reflect this

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I've recently received a feedback from one of my lecturers. The feedback was on giving presentations.

There were no triggers in receiving the feedback as the relationship between me and my lecturer is nice and formal. I've improved on my presentations since I've gotten this feedback. It's mostly due to its constructiveness. The lecturer was pointing out both positive and negative aspects of my presentation in an objective way. His tone was formal and calm.

I was also given instructions on how I could improve for my future presentations. In this way, I was not only given feedback - but I was also given a hence on how to improve. This gave me more motivation to do better in the future.

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In the past few weeks I have received feedback from several different people in my life (i.e. lecturers, friends, coaches) in very different settings. I have learned from Fridays class that the body language, and how the feedback is expressed is very improtant in taking the feedback on board and making a change. I did not experience any of the triggers that were mentioned in class as I felt my lecturer, friend and coach had all given me feedback in a constructive way to improve my performance and to help me perform better in the future. Their feedback was expressed in a personal way.

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From attending the class on Friday my idea of feedback has expanded past the verbal information being pasted from one individual to another. The expressions and body language used by the individuals communicating is vital in terms of how the feedback is acknowledged and acted on in the future. The video analysis shown in class on Friday of the variation of feedback examples explained this idea clearly and objectively.

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The Importance of How Feedback is Delivered (Jack Dillon)

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The Importance of How Feedback is Delivered (Jack Dillon)

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My response to Giving and Receiving Feedback:

Yes, in the last month someone has given me ‘feedback’/ made a suggestion on how I could improve. This feedback was delivered by my current lecturer in my Arts module; Sociology.

After correcting an assignment of mine I asked her how I could increase the probability of  getting a higher a mark in future assignments. Fortunately, this lecturer re-read my assignment and spoke to me individually after our most recent lecture. The lecturer informed me that in the assignment I had a tendency to deviate from the question asked and that this is where I had lost marks.

Yes, I have improved/ made changes because of this. In assignments that I am currently writing I proof read my work after each paragraph and ask myself, ‘Does this paragraph support my answer to the question asked or is this irrelevant information?’. Prior to receiving this feedback, I only proof read my work once and waited to do this until I had finished writing the entire assignment.

No, I did not experience the ‘triggers’ to receiving feedback because yes, I did receive this feedback in a constructive manner. And yes, this was a result of how the lecturer delivered the feedback. The lecturer, upon my inquiry of how I could improve future assignment  results went to the generous and time-consuming length of re-reading my assignment and then sacrificed more time to speak to me individually after a lecture.

Her criticism was constructive because it highlighted the weaknesses in my assignment while informing me how I could eliminate these mistakes in future assignments. I did not experience the ‘triggers’ to receiving feedback because I had asked for it, because of the kind effort the lecturer had gone to and because she delivered the feedback in a personal, private, calm, measured and professional manner.

I would also like to acknowledge a point made in Bill Gaine’s post about the importance of the credentials the person who is delivering the feedback has. Fortunately, in my scenario, the person who was delivering the feedback to me, (i.e. the lecturer) was a professional in the area they were speaking about (i.e. Sociology).

-Jack Dillon

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Over the course of the last month I have received feedback from coaches and managers on the aspect on how to improve on certain aspects, this being weaker foot and shooting. Because of this I have decided to spend more time on improving this in my own personal time. I have a good relationship with my manager over the past few years as I have played under him since under 15s. I did not experience triggers because of this as I understand he was ony trying to help me improve. I was not phased by this criticism as I know it was going to be helpful. I also found it constructive as I received it after a few matches and not just immediately and he could generate that was not just a once off problem. He then showed me methods on how I could improve on striking the ball and I have found myself improving in recent training sessions. He done it under my own discretion which I found helpful instead of doing it publically infront  of the whole team. This saved me from potential embarrassment.
- Daniel Skillington

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Yes like many others I have received plenty of feedback in the past month. I received feedback from my lecturer on my presentation, from my family on my results, from my parents and brother with my driving and my and from my sisters and parents with regards to getting a job. I have found that whether I attempted to make an improvement or  not depended on the area I got feedback for and whether or not I felt it was that person's business to give me feedback. For example when given feedback on my presentation from my lecturer I did take the feedback on board. I respected the lecturers higher position then me and experience so of course I would then take any feedback on board. However when I felt the feedback was unwarranted and where I felt the person stepped out of their business I ignored their feedback e.g. when my sisters were giving out to me to get a job. In saying that I did listen to what my parents had to say on the matter as i usually do because I feel it was their business too. They gave me feedback and guidance in a much more constructive manner then my sisters and thus I was more likely to take their thoughts on board then my sisters

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Yes in the last month alone I've received numerous amounts of feedback from several people in my life. Be it scholarly, personal or even sporting feedback it all tends to get taken on board, however it might be the case that only select few changes or improvements ultimately get made. I didn't necessarily experience the triggers first hand as everyone who gave me the feedback seemed to have my best interests at heart and structured it as constructively as they could without making it seem to judgmental. This to me is important as if its not done in this manner it could be misinterpretation as an unprovoked attack on something you're trying to achieve.

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Yes, in the last month I received feedback from my lecturer on an assignment that I completed before Christmas. My lecturer told me how I needed to improve on my referencing and how to make my points in a more clear and concise manner. My lecturer gave me this feedback in a very constructive manner as she spoke to me on a one to one basis, as a result I did not feel any of the triggers often associated with receiving feedback. I have taken the advice on board and will make sure to use this feedback to improve for my next assignment.

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I've received a quick feedback from my acquaintances in IRSoc as regards my speech about sexual harrassment in the workplace. As a delegate of a country I expressed that my country deals with the issue effectively as it has specified laws that prosecute such intolerable behaviour. My colleagues said that my speech was very well prepared and it was a very good informative debate. It made me feel proud and encouraged me to be more comfortable with debates. From now on I will feel less anxious to speak up in IRSoc and in general.

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I've received feedback recently off my fitness coach with my local gaa team as we've completed a fitness test on our first day back after the break and also a fitness test 5 weeks after the first one. My coach told me about the certain aspects of my fitness where i need to work on including strength endurance and power. On taking in this feedback i made sure to fit in a individual session dedicated to working on my strength endurance and power in the gym and also on the pitch so i could improve . I received the feedback in a constructive manner as it was a one to one meeting after training for 10 minutes to talk about the issues.

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I have received feedback recently from coaches. I was told to work on my weak side and improve my striking while running. I took the advice fine as i trust that the coach is simply trying to help. The feedback i received was constructive and allowed me to improve  my game since.

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I have recently received feedback from a lecturer with regards to an assignment that I completed. The lecturer gave me great advice for improving my essays, specifically my referencing. In the latest assignment that I am doing I have taken this advice on board. The way I received the feedback was in writing. For me it would be more effective to receive feedback in person but understandably this would not be possible with a class of over 100. The lecturer wrote in a very clear and concise manner stating both my strong points and my weak points. For this reason I thought the feedback was constructive as not only can I try and make improvements on my weak points but I can also build upon my strong areas also

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In this entry I would like you to reflect on the following questions:

In the past month has someone given you ‘Feedback’ or made a suggestion on how you might improve?

Have you improved or made changes because of this?

Using what we spoke about regards the 'obstacles to receiving feedback - the triggers' how to give feedback so as to lessen these triggers - the Stepwise Ladder of Feedback to frame your reflection i.e. did you experience the triggers - if so, why do you think this was? Did you receive the feedback in a constructive manner - if so, was there something in how the person (etc) delivered the feedback

You may also respond to the post of any of your peers if you wish to give them feedback.

This padlet will close at 5pm on Wednesday the 14th February

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Yes in the last month I have received feedback off my coaches. The feedback was regards to my weaker foot kicking. I have made changes since the conversation as I have decided to do an extra session a week dedicated to my passing and shooting on my weaker foot. I personally did not experience the triggers as I have had a strong relationship with the coach for the last five years and I knew he was only trying to better me and so I took the feedback on openly without any problems. Yes I received the feedback in a constructive manner as he give it to me the day after we played a game, he brought me down to the club and he had the gameplay broken down into clips and he highlighted the times I tried to use my weaker leg and I produced a poor pass. From this he then showed me type of play could of happened if I made a good pass. This I why I though it was constructive as it was one on one he did not call me out in front of the team and also he done it in a personal manner.