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.

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More from @DrPetra

3 Feb
This exchange needs studying with care. “Mental health” is being framed in a very specific way with a clear intention. Look for the buzzwords of resilience and positivity and being mentally well so you can contribute to a better future. Who is brought in and left out by this?
As with my comments yesterday about enforcing “wellness” while ignoring structural harms and causes of distress, the framing of “mental health” as something positive we should all have in the future without attending to who and what is making us unwell *now* is concerning.
The logical endpoints of these messages are that mental health is a good thing we all have and should strive for with grit and gumption and if we don’t have it it’ll be due to not trying hard enough rather than circumstances, life events, social factors and political decisions.
Read 8 tweets
1 Feb
I've had lots of folk get in touch worried about mandatory wellbeing activities in schools, colleges and unis.
To clarify,pushing people to do wellbeing activities as decided by an employer/educator is wrong.
As are hosting wellbeing activities without changing underlying harms
If you want to offer wellbeing activities these should only be after you attend to any causes of distress and:
- delivered at the request of others
- be varied, accessible and optional
- allow people to choose their own activities (including doing absolutely nothing if desired)
Pushing people to 'be well', including digital surveillance that wellbeing activities have been completed, will not help anyone.

Also mindfulness is not synonymous with wellbeing and may be unpleasant or harmful for some people, so should not be set as a compulsory standard.
Read 23 tweets
9 Jan
You’ve heard the word “vulnerable children” used a lot recently but you might not know what it means. While it can vary between U.K. countries the description here gov.scot/publications/c… is a useful overview A screenshot of the categor...
children and teens identified as vulnerable are already disadvantaged and both deserve and require additional support. If schools are full of children who are not in these categories the vital care needed by already marginalised children will be reduced or put at risk.
If you’re unsure if your child should be in school but think they may be vulnerable (see above) speak to the school about it. If they don’t fit that category but your workplace is making it impossible for you to both work and homeschool - push back!
Read 6 tweets
9 Jan
If you got through last week, be proud of yourself. If you’re not working today you may find all kinds of stress being released or anxiety feelings increasing. It’s an understandable reaction but if it’s troubling you there’s some free help below ⬇️
Mental health resources for Black people in need of care nostartoguideme.com/mhcareforblack…
Practical help for you and your community in frightening and dangerous times nostartoguideme.com/practical-help…
Read 5 tweets
9 Jan
Many families have been torn apart by a relative who’s been radicalised and who not only doesn’t share the values of their kin but may become increasingly difficult or dangerous to be around. Especially those who are caught up with conspiracies and delusions.
In some cases families share the same hateful views.

But you may be someone with a partner/relative who’s become unrecognisable, who’s deep in conspiracies and unsafe to be around or has rejected or abandoned you.We need provision and assistance for families in these situations
The grief, fear and trauma for those whose friends and loved ones have been radicalised or who may caught up in conspiracies deserves more empathy and recognition. It’s easy to blame people who had no ability to stop a loved ones descent into radicalisation and paranoia
Read 4 tweets
9 Jan
Today’s #ResearchTip is if you request information from another person as part of your research/practice and they share ideas,resources and tools with you, remember to thank them and acknowledge their labour. We’re all busy but don’t let this slide. Set a reminder if necessary /1
This is especially important during the pandemic when everyone is stretched to the limit and minoritised folk especially disadvantaged. If YOU ask THEM for help and they take time to respond, even if you don’t like what they share or it isn’t as useful as you hoped, thank them /2
Note also if they send information you can now work with (after thanking them) so you don’t persistently ask questions you could find answers to yourself. And where possible if you are requesting considerable amounts of time/labour/expertise formalise and budget for it /3
Read 8 tweets

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