Essay on Interpersonal Communication Skills: Feedback in Workplace

This essay examines the critical role of feedback as an interpersonal communication skill within the workplace. It begins by defining feedback and outlining its essential qualities, such as being continuous, supportive, specific, intentional, reciprocal, truthful, and understandable. The essay then delves into the tangible benefits of incorporating feedback mechanisms in a professional setting. These benefits include enabling management to improve the quality of goods and services, motivating employees, identifying areas for improvement to boost productivity, and facilitating continuous learning, especially for new employees. The essay references various academic sources to support its arguments, emphasizing the importance of feedback in fostering a positive and productive work environment. The analysis underscores how feedback contributes to both individual employee development and overall organizational success by enhancing communication and driving performance improvements.

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Feedback is one of the most important aspect of interpersonal
communication(Duffy, et al.,2013). Feedback is defined as the process through which
the effect or output of an action returned to modify the action that follows(Duffy, et
al.,2013 p.g 97). Some of the qualities of feedback is that it should be
continuous(Duffy, et al.,2013 p.g 97-98). This means that feedback should happen
from time to time and on a continuous basis in order for the feedback to be useful
(O'Hagan et al., 2014) Feedback should also be supportive which means that it should
be able to designed to help and not attack the person or organization to whom it is
being offered (O`mara et al., 2014).
Another quality of feedback is that it should be specific(Duffy, 2013). This is
meant to enable a person take action in order to make improvement based on the
specific feedback(.(Duffy, et al.,2013 p.g 101) The other qualities of feedback are that
it is intentional, reciprocal, and truthful and it should be understood.(Norris et al.,
2012 p.g 63) One of the ways in which feedback is important in the workplace is that
it enables the management of an organization to put policies in place that help in
improving quality of goods and services offered to customers(Jack et al., 2013 P.g
1551).
Additionally, feedback helps in motivating employees and identifying areas
where they can improve (Plakht et al., 2013 p.g 1267). Once this is done, productivity
in the workplace can be significantly improved(Jack et al., 2013 P.g 1554). Feedback
is also critical in helping employees learn while at the workplace (McKenna et al.,
2014 p.g,37). This is especially important to new employees who are not highly
experienced (McKenna et al., 2014 p.g,37). Once they get feedback from their
supervisors or colleagues, they are able to understand how various systems operate in
an organization and hence helping them to learn on a day-to-day basis(McKenna et

al., 2014 p.g,38).
References
Duffy, K. (2013). Providing constructive feedback to students during mentoring.
Nursing Standard (through 2013), 27(31), 50.
McKenna, L., Brown, T., Boyle, M., Williams, B., Palermo, C., & Molloy, E. (2014).
Listening and communication styles in nursing students. Journal of Nursing
Education and Practice, 4(11), 50.
Norris, B., Currie, L., & Lecko, C. (2012). The importance of applying human factors
to nursing practice. Nursing Standard (through 2013), 26(32), 36.
Plakht, Y., Shiyovich, A., Nusbaum, L., & Raizer, H. (2013). The association of
positive and negative feedback with clinical performance, self-evaluation and
practice contribution of nursing students. Nurse education today, 33(10),
1264-1268.
O'Hagan, S., Manias, E., Elder, C., Pill, J., Woodward‐Kron, R., McNamara, T., ... &
McColl, G. (2014). What counts as effective communication in nursing?
Evidence from nurse educators' and clinicians' feedback on nurse interactions
with simulated patients. Journal of advanced nursing, 70(6), 1344-1355.
O'Mara, L., McDonald, J., Gillespie, M., Brown, H., & Miles, L. (2014). Challenging
clinical learning environments: Experiences of undergraduate nursing
students. Nurse education in practice, 14(2), 208-213.