„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

Figure 1. A Nonlinear Conceptualization of the Open-Closed Continuum
in Interpersonal Relations
constructive openness, based on an intent to help. When openness is applied to
feedback, some definite criteria can be established. Feedback is more constructive when
it has the following characteristics: 1
■ It is descriptive rather than evaluative.
■ It is specific rather than general.
■ It takes the needs of the system (two people, multiple people) into account.
■ It focuses on modifiable behavior.
■ It is elicited rather than imposed.
■ It is well timed.
■ It is validated with the recipient.
■ It is validated with others.
Evaluative feedback induces defensive reactions and makes listening difficult. To
be told that one is not O.K. often requires that one defend oneself. On the other hand,
having the effects of one’s behavior described leaves one the option of making one’s
own evaluation. Giving evaluative feedback is promoting one’s own ideas of what
behavior should be; it does not increase the freedom of the other person to decide for
himself or herself.
General feedback is often not useful because the recipient is left to guess about
what behavior might benefit from change. A message such as “You are pushy” is less
effective in promoting learning than are messages that focus on definite, observable
behaviors. “When you cut off Joe while he was talking, I felt irritated with you” is
highly specific feedback that leaves the listener free to choose what he or she wants to
do with it.
1
Adapted from theory-session material contained in the NTL-IABS 1968 Summer Reading Book.
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The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer