Descriptive Feedback Quotes

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When you are giving feedback, try to be descriptive and minimize judgment.
Edgar H. Schein (Helping: How to Offer, Give, and Receive Help (The Humble Leadership Series Book 1))
We know that negative reinforcement or punishment works well for behavior that should be eliminated. And we know from feedback theory that the best kind of feedback is descriptive because the client can then make the evaluation. These are valid guidelines but they don’t solve some of the subtle issues that can arise in the relationship.
Edgar H. Schein (Helping: How to Offer, Give, and Receive Help (The Humble Leadership Series Book 1))
Modern economics, by which I mean the style of economics taught and practised in today's leading universities, likes to start the enquiries from the ground up: from individuals, through the household, village, district, state, country, to the whole world. In various degrees, the millions of individual decisions shape the eventualities people face; as both theory, common sense, and evidence tell us that there are enormous numbers of consequences of what we all do. Some of these consequences have been intended, but many are unintended. There is, however, a feedback, in that those consequences in turn go to shape what people subsequently can do and choose to do. When Becky's family drive their cars or use electricity, or when Desta's family create compost or burn wood for cooking, they add to global carbon emissions. Their contributions are no doubt negligible, but the millions of such tiny contributions sum to a sizeable amount, having consequences that people everywhere are likely to experience in different ways. It can be that the feedbacks are positive, so that the whole contribution is greater than the sum of the parts. Strikingly, unintended consequences can include emergent features, such as market prices, at which the demand for goods more or less equals their supply. Earlier, I gave a description of Becky's and Desta's lives. Understanding their lives involves a lot more; it requires analysis, which usually calls for further description. To conduct an analysis, we need first of all to identify the material prospects the girls' households face - now and in the future, under uncertain contingencies. Second, we need to uncover the character of their choices and the pathways by which the choices made by millions of households like Becky's and Desta's go to produce the prospects they all face. Third, and relatedly, we need to uncover the pathways by which the families came to inherit their current circumstances. These amount to a tall, even forbidding, order. Moreover, there is a thought that can haunt us: since everything probably affects everything else, how can we ever make sense of the social world? If we are weighed down by that worry, though, we won't ever make progress. Every discipline that I am familiar with draws caricatures of the world in order to make sense of it. The modern economist does this by building models, which are deliberately stripped down representations of the phenomena out there. When I say 'stripped down', I really mean stripped down. It isn't uncommon among us economists to focus on one or two causal factors, exclude everything else, hoping that this will enable us to understand how just those aspects of reality work and interact. The economist John Maynard Keynes described our subject thus: 'Economics is a science of thinking in terms of models joined to the art of choosing models which are relevant to the contemporary world.
Partha Dasgupta (Economics: A Very Short Introduction)
Stiggins’s Seven Practices of Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? Offer regular descriptive feedback. Teach students to self-assess and set goals. How can I close the gap? Design lessons to focus on one aspect of quality at a time. Teach students focused revision. Engage students in self-reflection, and let them keep track of and share their learning.
Cris Tovani (So What Do They Really Know?: Assessment That Informs Teaching and Learning)
accompany an example with positive or negative feedback according to the solution the algorithm proposes. Reinforcement learning is connected to applications for which the algorithm must make decisions (so the product is prescriptive, not just descriptive, as in unsupervised learning), and the decisions bear consequences. In the human world, it is just like learning by trial and error.
John Paul Mueller (Machine Learning For Dummies)
Joining the world of shapes to the world of numbers in this way represented a break with the past. New geometries always begin when someone changes a fundamental rule. Suppose space can be curved instead of flat, a geometer says, and the result is a weird curved parody of Euclid that provides precisely the right framework for the general theory of relativity. Suppose space can have four dimensions, or five, or six. Suppose the number expressing dimension can be a fraction. Suppose shapes can be twisted, stretched, knotted. Or, now, suppose shapes are defined, not by solving an equation once, but by iterating it in a feedback loop. Julia, Fatou, Hubbard, Barnsley, Mandelbrot-these mathematicians changed the rules about how to make geometrical shapes. The Euclidean and Cartesian methods of turning equations into curves are familiar to anyone who has studied high school geometry or found a point on a map using two coordinates. Standard geometry takes an equation and asks for the set of numbers that satisfy it. The solutions to an equation like x^2 + y^2 = 1, then, form a shape, in this case a circle. Other simple equations produce other pictures, the ellipses, parabolas, and hyperbolas of conic sections or even the more complicated shapes produced by differential equations in phase space. But when a geometer iterates an equation instead of solving it, the equation becomes a process instead of a description, dynamic instead of static. When a number goes into the equation, a new number comes out; the new number goes in, and so on, points hopping from place to place. A point is plotted not when it satisfies the equation but when it produces a certain kind of behavior. One behavior might be a steady state. Another might be a convergence to a periodic repetition of states. Another might be an out-of-control race to infinity.
James Gleick (Chaos: Making a New Science)
There are eight steps in the Bar Raiser hiring process: Job Description Résumé Review Phone Screen In-House Interview Written Feedback Debrief/Hiring Meeting Reference Check Offer Through Onboarding
Colin Bryar (Working Backwards: Insights, Stories, and Secrets from Inside Amazon)
She then proceeded to respond like a great coach developing an athlete; she let me engage in broad, self-directed activity, and when I resurfaced two years later with a manuscript that was too long, she switched gears and responded to my desire for fast and frequent feedback as I cut it down to size and shape. When the time came, she gave feedback that made a wicked learning environment a bit more kind (“Yes, I like it; now he sounds like less of a magical gnome.” —Courtney’s feedback on what may have been an overwritten description.). Appropriately, she has range; she almost became an engineer.
David Epstein (Range: Why Generalists Triumph in a Specialized World)
A chreod (creode) is Waddington’s term for what he calls the “canalization of development” of a zygote, where its histogenesis is governed by “a restricted number of end states among which there are few if any intermediates.”⁵⁵ A chreod then is a “pathway of developmental change” involving the actions of a “considerable number of . . . systems, and these are interrelated by some feedback connection in such a way that the developing system, if diverted to a minor extent from the creode, has a tendency to return to it.”⁵⁶ For Thom a chre- od differs from a morphogenetic field only in the “privileged role allotted to time,” that is, it is the term for a developmental description of the field.
Leon Marvell (The Physics of Transfigured Light: The Imaginal Realm and the Hermetic Foundations of Science)
We built something, we get feedback, we try to figure out what make sense out of the suggestions, and then we do something about it and then we listen some more.” That is a great description of how Internet software is typically built today, with what is now called a “build-measure-learn” cycle, in which the users of a minimally useful service teach its creators what they want from them.
Tim O'Reilly (WTF?: What's the Future and Why It's Up to Us)
Feedback givers also confuse impacts and intentions. Their feedback is packed with assumed intentions. Instead of saying, “You try to steal credit for other people’s ideas” (which includes a description of intentions), they should share the impact the behavior had on them: “I was upset and confused when you said it was your idea. I felt I deserved the credit for that idea.” But few feedback givers are this skilled or careful (because they’re obviously terrible people).
Douglas Stone (Thanks for the Feedback: The Science and Art of Receiving Feedback Well)
All of these amplifiers—our tendency to subtract certain emotions from our self-description, to see missteps as situational rather than personality-driven, and to focus on our good intentions rather than our impact on others—add up. And so we get statistics like this: 37 percent of Americans report being victims of workplace bullies, but fewer than 1 percent report being bullies. It’s true that one bully can have many victims, but it’s unlikely that each averages thirty-seven.11 What’s more likely is that at least some percentage of those feeling bullied are receiving ill treatment from people who are unaware of their impact. They judge themselves by their intentions (“I was just trying to get the job done right!”) and attribute others’ reactions to their hypersensitivity (character) or the context (“Look, it was a tense situation. Anyone would have reacted that way”). Telling this latter group not to bully others is no solution, because they don’t realize that they’re doing so.
Douglas Stone (Thanks for the Feedback: The Science and Art of Receiving Feedback Well)
Here are descriptions of the five customer segments: Innovators are technology enthusiasts who pride themselves on being familiar with the latest and greatest innovation. They enjoy fiddling with new products and exploring their intricacies. They are more willing to use an unpolished product that may have some shortcomings or tradeoffs, and are fine with the fact that many of these products will ultimately fail. Early Adopters are visionaries who want to exploit new innovations to gain an advantage over the status quo. Unlike innovators, their interest in being first is not driven by an intrinsic love of technology but rather the opportunity to gain an edge. The Early Majority are pragmatists that have no interest in technology for its own sake. These individuals adopt new products only after a proven track record of delivering value. Because they are more risk averse than the first two segments, they feel more comfortable having strong references from trusted sources and tend to buy from the leading company in the product category. The Late Majority are risk-averse conservatives who are doubtful that innovations will deliver value and only adopt them when pressured to do so, for example, for financial reasons, due to competitive threats, or for fear of being reliant on an older, dying technology that will no longer be supported. Laggards are skeptics who are very wary of innovation. They hate change and have a bias for criticizing new technologies even after they have become mainstream.
Dan Olsen (The Lean Product Playbook: How to Innovate with Minimum Viable Products and Rapid Customer Feedback)
The simple way to keep recruiting in everyone’s job description is to measure it. Count referrals and interviews. Measure how quickly people fill out interview feedback forms. Encourage employees to help with recruiting events, and track how often they do. Then make these metrics count when it comes to performance reviews and promotions. Recruiting is everyone’s job, so grade it that way.
Eric Schmidt (How Google Works)
A filmmaker made a short documentary about this happy-go-lucky teenager on death row, called My Last Days. It showed Zach living happily, hanging out with his family, and playing music. Everybody loved Zach. When you see the footage, you can’t help but like him. As you watch him laugh and love and sing, you catch yourself forgetting: this kid is about to die. Zach’s family tells the camera how knowing he would die has helped them realize what matters in life and to find true meaning. “It’s really simple, actually,” Zach says. “Just try and make people happy.” As the 22-minute film closes, Zach looks into the camera, smiling, and says, “I want to be remembered as the kid who went down fighting, and didn’t really lose.” Not long after he said those words, Zach passed away. When Eli Pariser and Peter Koechley of Upworthy saw the film, they thought, This is a story that needs to be heard. Now just over a year old, Upworthy has become quite popular. In fact, it recently hit 30 million monthly visitors, making it, according to the Business Insider, the fastest-growing media company in history.* (Seven-year-old BuzzFeed was serving 50 million monthly visitors at the time.) The Zach Sobiech story illustrates how Upworthy used rapid feedback to do it: According to Upworthy’s calculations, My Last Days had the potential to reach a lot of people. But so far, few had seen it. The filmmaker had posted the documentary under the headline, “My Last Days: Meet Zach Sobiech.” Though descriptive, it was suboptimal packaging. In the ADD world of Facebook and Twitter, it’s no surprise that few people clicked. Upworthy reposted the video with a new title: “We Lost This Kid 80 Years Too Early. I’m Glad He Went Out with a Bang,” and shared it with a small number of its subscribers, then waited to see who clicked.
Shane Snow (Smartcuts: The Breakthrough Power of Lateral Thinking)