Thread by @DrPetra

Today's #ResearchTip is about responding to evaluations/criticisms. These may be something formal (part of career progression, or at the close of an event) or informal (a passing comment) and may be solicited (you ask for feedback) or unsolicited (you didn't ask for it) /1

Where possible give yourself time to process feedback. If you're lucky it can be positive, affirming etc. Sometimes it can be tough. And if you're in a bad place even nice feedback/helpful evaluations may not feel like it. So, make some space and prepare yourself first /2

I find taking notes as I go through feedback helps me focus and be less anxious. (Also saves time if you're going to respond). I use a 5 column table:
each piece of feedback/evaluation
what's good/useful
what's negative
what's misguided/irrelevant
what I'm going to do next /3

For some evaluations/feedback you'll need to respond (e.g. if it's involved with career progression or might win you future work). In other cases you may use the feedback to inform other work/activities or to seek help with training or assistance. /4

If you need to respond to feedback always remember to note the stuff that was good (even if there wasn't much of it, or to note how *you* enjoyed doing the work). For example "I was pleased to note xyz aspects of my teaching were so positively received" /5

If you've had criticism, separate what's fair (even if you hate it) and what is not. People can do you a big favour if they alert you to limitations in your teaching/research/practice so acknowledge *and* if appropriate say how you'll be doing things differently in the future /6

For career progression, course development etc this is particularly important as you're showing you understood the evaluation and indicating you're the right person to amend/update/improve. If this was already planned you can say this /7

Sometimes you'll get an evaluation/feedback that's wrong. In one course feedback someone complained I'd recommended an expensive text book for purchase, when I'd provided a range of free tools. I responded reminding the programme lead of these in case they'd been missed /8

In these situations you don't need to be defensive, just reiterate what's already done and encourage people to make use of this. However if someone's said something that's both wrong AND mean you can challenge it (minoritised folk in particular often face abuse via evaluation) /9

If you feel evaluation/feedback has been used to discriminate or bully you can either note this if you feel safe or get support (e.g. from your union, colleagues or legal advice).
Feedback of any kind should not be cruel, vindictive or overly personal /10

Sometimes feedback takes time to work through and respond to. Sometimes it can be dealt with quickly. If it's unsolicited and irrelevant advice, just ignore it.
If there's lots of feedback you may prefer to combine actions or tackle the most pressing stuff /11

If evaluation is part of an appraisal or review, request any paperwork in advance so you have time to read, digest and prepare responses. If you're given on the spot feedback, take notes and arrange a time/mechanism to respond /12

IME (and yours may be different) reacting in the moment is not good as I may overreact or miss things. Space to reflect, process and respond assertively is much better. Unless specified, you can fix that boundary /13

For formalised evaluations, end of project/course reports etc there may be a standardised means of responding so ask/check before using your own (see upthread). Also note dates for responding and any other actions /14

If you're being asked to change, improve, retrain or deliver additional work/materials etc check this fits with your time,skills, pay and contract. If people want you to take on extra things they need to help you with this (e.g. paying for training or providing new equipment) /15

Don't be afraid to ask others for feedback on any feedback you get (especially if you're unsure or upset by it). Someone you trust can help put it in perspective, reassure you, put any responses assertively, and stop any anxieties from spiralling /16

Finally if you've the opportunity to structure feedback/evaluation mechanisms (e.g. a survey or form) then do this (assuming whoever you're working for/with doesn't have it). That way you can ask for feedback that's directly useful to you (qualitative tends to be better) /ends

ps. if things go really wrong this guide (while aimed at an organisational more than an academic perspective) is useful hr.nd.edu/assets/83510/h… if you're neurodivergent you may want additional support working out what feedback means, your responses, and make use of a mentor/ally.

pps. its good to give yourself a pity party, wallowing or venting time if feedback made you feel rubbish.
And put all good feedback in your 'feelgood folder' and use it to help you in the future.