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CHAPTER-VI
FEEDBACK LOOP

“Listen to the voice of others and your voice will more likely get listened to”
-- Constance Chuks Friday
6.0 Introduction

The only real hope of an improvement in our communication system is for

the sender to assure himself that his communication has been thoroughly

understood by the receiver. All the way through a communication, he must use a

control that while ensure the degree of meaning which he has placed on his words

in appreciated when received. A piece of message transmitted is said to be

effective only when there have provision for feedback in communication. A

communication process is said to be feedback, when the receiver of the message

has given his response to the sender‘s message. On the other hand, the

communicator must know how well the message has been received by the

receiver, understood, interpreted and acted upon. Feedback helps to determine this

process. Sending back the knowledge about message to the communicator is

known as feedback. Thus, feedback is one of the important elements of the

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communication process. A communication process without a provision for

feedback is not an effective communication.

6.1 Importance of Feedback in Communication

In a fast emerging industrial set up, all the students should be aware with

the effective ways and means to communicate with others. In this regard, the role

of feedback plays an important role in making effective communication. Thus,

from the various studies, it is understood that feedback is the inexpensive, most

influential, yet, most used tool by the management to execute proper working.

Feedback is a controlling means as it helps people get on proper track; it serves as

a channel to help out student and other people to know how they perceive their

performance.

Feedback can also be very motivating and revitalizing. It has strong

connection between employee and management showing satisfaction and

efficiency. People like to feel occupied and recognized with their organisation.

Feedback can help out to achieve that state.1

It is practical after working with many managers in all variety of

organisations that the most effectual leaders are good recipients , they realise and

understand the impact that their performance has on others .2 However, this study

do not agree with individual‘s perceptions but it is essential to be aware of them.

It is valuable information that can notify our decisions and strategies.

To work without feedback is alike to set out an important journey without

a map or indications. Though we may have a huge sense of direction but this may

insufficient to stay on track. When person receives feedback they try to be

inclined to be either excessively self decisive or self motivated. This is because

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they rely upon events rather than exact feedback to evaluate their performance and

its impact.

It is very hard to be very self conscious without feedback from the

receivers. Self understanding and awareness provide a good quality platform but

feedback from others updates us in such a way that enhances our self knowledge.

We no more require to waste energy on explanation on our behaviour and even the

people do not waste energy make an effort to expect and calculate our behaviour.

It is known as open communication.

The importance of feedback cannot be overemphasized and needs no

special elucidation. Feedback is the yardstick which measures the effectiveness of

communication and is used for evaluation and review, and to emend the message

in the light of response. Effective managers have reliable feedback and they

succeed in their effective communication.

Leland Brown remarks that, all other things, being equal, the manager who

does not allow feedback will be less effective than the manager who receives

feedback. The management has to provide an opportunity for feedback for

effective decision making. Leland Brown states that, to be effective, feedback

takes into account needs if both the sender and the receiver.3 Feedback or response

enables the source to know whether or not the message has been received and

interpreted correctly. Feedback can cause the original source to modify future

communication according to the way in which the source perceives the reaction of

the receiver.
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6.2 Qualities and Attributes of Feedback

Intention

Effective feedback is directed towards improving job performance and

making the employees a more valuable asset. It is not a personal attack and

should not compromise the individual‘s feeling of self worth or image. Rather,

feedback is directed towards aspects of the job.

Timely

It is rightly said the sooner, the better. There has been plenty of research

into how long after the learning event it takes for the effects of feedback to be

significantly eroded. Ideally feedback should be received within a day or two, and

even better almost straightaway, as is possible for example, in some computer-

aided learning situations, and equally in some face-to-face contexts.

Intimate and Individual

Feedback needs to fit each student's achievement, individual nature, and

personality. Global ways of compiling and distributing feedback can reduce the

extent of ownership which students take over the feedback they receive, even

when the quality and amount of feedback is increased. Each student is still a

person.

Empowering

If feedback is intended to strengthen and consolidate learning, the receiver

need to make sure it doesn't dampen learning down. This is easier to ensure when

feedback is positive of course, but the receiver need to look carefully at how best

receiver can make critical feedback equally empowering to learners. One must

not forget that often feedback is given and received in a system where power is
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loaded towards the provider of the feedback rather than the recipient, for example

where we are driving assessment systems.

Specificity

Effective feedback is designed to provide recipients with specific

information, so that they know what must be done to correct the situation.

Ineffective feedback is general and leaves questions in the recipient‘s mind. For

example, telling an employee that he or she is doing a poor job is too general and

will leave the recipient frustrated in seeking ways to correct the problems.

Description

Effective feedback can also be characterized as descriptive rather than

evaluative. It tells the employee what he or she has done in objective terms, rather

than presenting a value judgment.

Usefulness

Effective feedback is information that an employee can use to improve the

performance. It serves no purpose tolerate employees for their lack of skill if they

do not have the ability or training to perform properly. Thus, the guidelines are

that, if it is not something the employee can correct, it is not worth mentioning.

Readiness

In order for feedback to be effective, employees must be ready to receive

it. When feedback is imposed or forced upon employees, it is much less effective.

Clarity

Effective feedback must be clearly understood by the recipient. A good

way was of checking this is to ask the recipient to restate the major points of

discussion. Also, supervisor can observe non-verbal facial expressions as

indicators of understanding and acceptance.

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Validity

In order, for feedback, to be effective, it must be reliable and valid. Of

course, when the information is incorrect, the employees will feel that the

supervisor is unnecessarily biased, or the employee may take corrective action

which is inappropriate and only compounds the problem.

6.3 The Importance of Feedback in the Organization’s Development Process

In today‘s knowledge-based economy new information, sources and

models of thoughts provide a foundation of organisational strength. How to

divulge employee‘s talents and to utilize them is the primary aim of the

organisation. On the contrary the employers crave to see competent development

and evidence of own personal growth. One of the opportunities is to enhance

intellectual assets via organisation‘s culture and professional feedback. 4

A main task of administrative work is to become skilled at knowing the

employees well secret talents and to make maximum use of them for the

accomplishment of the organisation‘s prime goals. This task anticipates the

administrators to be the chief person who manage to build relationships and

produce requirements for synergy. In this technically improving global world

where communication and impressive language should address the individual as

an exclusive resource as the imaginative and creative work is precious and

incomparable. Communication should be faultless; few additional values are

needed for more than just an exchange of information. Hanson 5 and Weedall6

highlighted that innovation in an organisation is a not easy procedure, which is

easy to demolish than to go ahead to a optimistic results through well-organized

strategies. Heaney7and Hinton8 illustrates that stress is laid on basic principles,

such as the consideration of cultural and historic traditions, the existence of

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specific goals, the determination of responsibility, the internalisation of

humanistic values, networking. If we look at power as a rate to which an

organisation can increase its profit at the maximum usefulness of resources, we

should note the unlimited state of people as a resource (Mets, 2003).

A key factor of the development of a learning organisation and

organisations in general is the creation of a proper execution of feedback system.

The feedback system involves different ways to achieve feedback both at the

individual‘s as well as organisation‘s level. The feedback culture may be viewed

from the side of the feedback sender, feedback content, and of the functional

means. Concepts of feedback are an appraisal, interview, and a progress

discussion which is objectives of any organisation management. The requirement

of an organisational management is to set the targets and follow them. A target

based feedback system favours the growth and expansion of the organisation as a

whole.

Targeted feedback system is a process where performance of the prior

work is discussed and that focus on the primary objectives of future work. The

appraisal and development are often connected. One of the components of the

feedback system is regular improvement, discussions, desirably twice a year. It

gives an exceptional opportunity know employees well. The person‘s capability

and talents can only expand in the atmosphere of impartial rules where ―you

must‖ and ―you cannot‖ are as imperative as ―I want or I don‘t want‖. The

principal aim of an evaluation of achievements is to give to assurance employees‘

feedback on their effort and not how they can be even more capable and valuable

until then. While teamwork is judged, a frequent assessment of altered

professional purposes forms the core team that follows targeted goals. Setting a
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clear target and to follow it can be more essential for the team than securing union

inside the group. In this circumstances, where specific work are tricky to set and

hard to assess, performance appraisal is being reserved by the management. In a

well-functioning feedback system development negotiations are a intended part of

performance management.

6.4 Feedback—A Two-Way Process

Feedback is and should always be operated as a two-way process. This

skill alone if operated consistently and competently transforms both people and

businesses, it really is a gift to both receive and give. 9 Two way communications

is essential in good feedback between the superior and subordinates which

promotes good relations between management and employees and motivates

people to do their best. Accepting and carrying corrections in messages will create

interest and responsibility, recognition in their jobs. Feedback is the means of sub-

ordinates getting through to the supervisor and getting approval and

encouragement for what they are doing. Management cannot ignore or eliminate

the feedback, for, it must exist for effective communication in spite of the channel.

Therefore, it is up to the executives to accept it, introduce it, by understanding its

importance, and direct efforts to use it for positive good. Feedback is also one of

the important factors to be considered while selecting means of communication.

The importance of feedback has been well-described by Leland Brown in the

following words, ―Competent administrators need to become aware of the

importance and use of feedback. Most problems with feedback are caused by

person‘s ignoring it or not even being aware of it or by not seeking it when it is

not apparent.10
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Feedback is one of the most important essentials of good communication.

In written communication, in respect of many matters, like objectives and policy

matters, there is no scope for feedback. Feedback provision in the process of

communication calls for making it a two-way process. Feedback is an inherent

quality in oral communication. The communicator cannot ascertain whether the

receiver has accepted or rejected the message. The reaction of the receiver of the

message can be accessed in oral communication than through written

communication. Getting feedback information is easier in verbal communication.

Feedback is probably the most important technique of improving

communication. Two-way process ensures feedback. The communicator has to

obtain feedback from the receiver of communication. Feedback is necessary to

understand immediate reaction which would help in a great way in the decision-

making process. The formal channel would not serve as an effective feedback

system. Similarly, it cannot be used as a testing device. Listening to the feedback

response is a good principle of effective communication.

Feedback is, though the last element is the important one in

communication process. As it has been explained, communication is an exchange.

The exchange to be complete, the information must go back to the communicator.

So that he can know the reaction of the receiver. It ensures that the receiver has

received the message and understood in the same sense as the sender meant for.

Feedback enables the communicator to carry out corrections or amendments or

change message to be effective. The principle of feedback promotes a two-way

communication. Feedback is a process to ascertain whether or not the receiver

properly understood the message, in which the superior has to listen, answer,

interpret and amend the message. Interface and interaction are possible in
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feedback. It avoids errors in the transmission of message and in invoking effective

participation of the subordinates. Thus, feedback enables the communicator to

take initiatives in order to receive feedback regarding the effectiveness of

communication.

B.Sigband illustrates that feedback permits expressive action on the part of

one or more persons and the conscious and unconscious perception of such

action.11 Perhaps one of the most important factors in this network is feedback

which is vital if the originators and receiver are to secure some level of

effectiveness in the communication process. According to Gellerman12 the hub of

the entire communication problem is the following: the sender, to be certain that

his message will be accepted by the receiver, must be prepared to let the receiver

influence him. He must even be prepared to let the receiver alter or modify the

message in ways that make it more acceptable to the receiver. Otherwise, it may

not be understood or it may not be accepted, or it may simply be given lip service

and ignored.

Table-1

Classification of Effective and Ineffective feedback

S.No Effective Feedback Ineffective feedback

1 Intended to help the employee Intended to belittle to the employee

2 Specific General

3 Descriptive Evaluative

4 Usefull Inappropriate
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5 Timely Untimely

6 Employee readiness for Makes the employee defensive

feedback

7 Clear Not understandable

8 Valid Inaccurate

6.5 Different Kinds of Feedback

Positive Feedback

A feedback is said to be positive when it is given promptly and with

interest in it. Supervisors consider positive feedback in a different way comparing

negative feedback. It is received by a positive sense, correctly perceived and

accepting the reality. The recipient also does the same thing.

Negative Feedback

In the case of negative feedback, there is always some resistance and some

degree of unwillingness in its acceptance. It is not almost always accepted.

Managers show resistance because they want to hear always only good news and

resist bad and unpleasant news. In some cases, managers accept negative

feedback. Some research studies indicate that they may accept negative feedback

provided it comes from a credible source.

According to K.Halperin et al., subjective impressions carry weight only

when they come from a person with high credibility and status. 13 S.P.Robbins

writes thus, negative feedback, i.e., subjective can be a meaningful tool for

experienced managers, particularly those high in the organization who have

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earned the respect of their employees. From less experienced managers, those in

the lower ranks of the organization and whose reputation has not yet been

established, negative feedback is not likely to be well received.

6.6 Feedback in Oral Communication

The advantage of oral communication is that it can be used for instant

feedback. In oral media, feedback is used to improve understanding and avoids

faulty communication. It permits subordinates and superiors to interact or ask

questions about any points of view that are in doubt to them. Both managers and

subordinates directly and personally are involved in the process. Emotions, values,

attitudes, perception etc., may lead people to interpret the message in different

ways. This is the reasons for faulty communication. Multiple meanings for

different words cause misunderstanding. For a word ‗fast‘, there are over ten

different meanings or definitions given in Webster‘s dictionary.

Therefore, oral communication permits instant feedback which helps the

speaker or sender to avoid some problems. It checks emotional feelings, values

and perception impact of the message. Receiver of the message or the listener in

oral communication is important in the entire process of communication.

Feedback enables the listener‘s interpretation of his communication and whether

he has been specific enough and the words he has used mean the same thing to the

listener. Feedback also helps both the parties in the communication, the sender or

speaker; make his message clearer, the listener to interpret the message more

accurately.
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6.7 Feedback in Written Communication

In the case of written communication, the instant feedback is not possible.

Robert.J. Mockler describes that in written communication, there is not the same

opportunity for instant feedback; a manager must find a way to anticipate the

reader‘s frame of reference gaps in reader‘s experiences and knowledge, reader‘s

level of intelligence, the emotional connotations of words to the reader and

reader‘s capacity to understand.14

There are several media of written communication like letters, pamphlets,

booklets, memorandum, instructions, manuals, office notes, circulars, notices,

newspapers, posters, leaflets, bulletin, catalogue‘s brochures, house journals,

union publications, hand files etc.

6.8 Effect of Feedback

The effect of feedback should not be ignored. Many people have proved in their

research work some effects of feedback. Hellriegel and Slocum have identified

four consequences feedback. The effects are as follows:

 The actions of the sender affect the reactions of the receiver. The

reactions of the receiver affect the subsequent actions of the sender.

 Reactions of the receiver serve as a feedback and tell the sender

how well the objectives are being accomplished.

A sender who received feedback that is rewarding will continue to produce

the same kind of message; if the feedback is not proper.

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6.9 Sources of Improving Effective Feedback

Feedback is the source by which mentors enable students to ‗close the gap‘

in order to improve their learning techniques and their performances. For response

to be effective, students need to know how to take act on it. All teachers provide

feedback to children, which can either be oral, written, or in more practical subject

feedback through demonstration. Feedback can include teacher to student, student

to student, or student to teacher.

The importance of feedback in effective communication has been

discussed in the chapter-I at length. It occupies such an important place, it is so

necessary to introduce it and to derive the benefits from feedback. As such, the

system of feedback itself is to be improved. Some experts have suggested some

guidelines and recommendations to improve feedback. For instance, Procter and

Gamble and Exxon and others, in their training programmes, to improve feedback,

have given some guidelines. The guidelines are briefly discussed under:

Chart No-1
Effective Feedback

Interacting with
Involving Students Students
in Feedback

Refining
Briefing and Training of
Traditional
Students
feedback

Effective feedback
among the Students

Plugging
Re-Shapping Curicula
gaps in
and assesment
feedback

New Ways
Feedback Rich
of Giving
Feedback Assignments
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Source: Karlana Kulseth, In the classroom do we give effective feedback?,

accessed from http://www.karlanakulseth.com/?p=164, accessed on 8 th June 2014

Goal-Referenced

Effective feedback requires that a person has a goal, takes action to

achieve the goal, and receives goal-related information about his or her actions.

Farr et al. (1993) argued that the study of goal orientation has great significance

for industrial and organizational (I/O) psychology because of its implications for

research in areas such as goal setting, performance feedback, and training. Most

work-related goal orientation research has utilized the two-dimensional

conceptualization of goal orientation. For example, Ford et al (1998) examined the

role of mastery and performance orientation in the acquisition of a complex skill

during training. They found that mastery orientation was positively related to

Meta cognitive activity of the learner, which in turn was significantly related to

knowledge acquisition, skilled performance, and self-efficacy. Goal orientation

also had direct effects on self-efficacy. Mastery orientation was positively related

to self-efficacy, whereas performance orientation was negatively related to self-

efficacy. This set of findings is important because self-efficacy then had a direct

effect on performance transfer to a new task.

Tangible and Transparent

Any useful feedback system involves not only a clear goal, but transparent

and tangible results related to the goal. The transparency of feedback becomes

notably ironic under a key circumstance: when the information is available to be

obtained, but the performers do not obtain it – either because they don‘t look for it

or because they are too busy performing to see it. We have all seen how new

teachers are sometimes so busy concentrating on ―teaching‖ that they fail to notice
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that few students are attending or learning. Similarly in sports: the tennis player or

batter is taking their ―eye off the ball‖.

Consistent

To be useful, feedback must be consistent. Clearly, performers can only

adjust their performance successfully if the information fed back to them is stable,

accurate, and trustworthy. In education, that means teachers have to be on the

same page about what high-quality work is. Teachers need to look at student work

together, becoming more consistent over time and formalizing their judgments in

highly descriptive rubrics supported by anchor products and performances. By

extension, if we want student-to-student feedback to be more helpful, students

have to be trained to be consistent the same way we train teachers, using the same

exemplars and rubrics.

Help

Feedback should be intended to help the receiver. The object of feedback

is to know the receiver‘s response and to help him in correct understanding,

interpreting and to act accordingly. So feedback should help the receiver. Thus,

the management should endeavour to improve feedback to achieve this objective.

Descriptive

A feedback should be descriptive rather than evaluative. Descriptive

should be in details to review which must bring some changes.

More Specific

When giving specific feedback, make sure to focus on specific

achievements and actions .A feedback should be specific, rather than general. In

specific feedback, the receiver should be provided full information on a particular

piece of message under review so as to enable him to understand the message.

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To Hear

Feedback is to be taken up when the receiver appears ready to hear. It

should be well timed. Feedback should not overwhelm the receiver. It involves in

understanding the capacity of the receiver to receive feedback load at one time.

6.10 Developing Effective Feedback Skills

According to S.P. Robbins, there are six specific suggestions for making

effective feedback.15

Focus on Specific Behaviour

Feedback should not be general but be specific. In order to fix a problem,

one must first know the exact nature of the problem. It is important to be as

specific as possible. If a sender have any doubt as to whether the receiver has

understand the specific nature of the problem, then the sender need to make more

explanation even more specific. One should keep in mind that it is a seeking

behavioural change, not personality change. Therefore, sender must focus on

providing a descriptive, non-personalized, account of what has taken place.

Keep Feedback Impersonal

C.R. Miller says that feedback, particularly the negative feedback, should

be descriptive rather than judgment or evaluation. It should always be job oriented

but not personal. Telling people that they are useless, idiots, inefficient,

incompetent etc. are not good for the supervisors, as they are unproductive, and

the subordinates may not cooperate. Even the criticism should be reasonable and

related to job but not personal.

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Keep Feedback Goal Oriented

As far as possible, feedback should be positive. It should not be given

primarily to dump or unload on the other. The resistance or negative feedback

should be directed towards the recipient‘s goal.

Make Feedback Well-Timely

A timely feedback is more meaningful and useful to the recipients. A well-

timed feedback is effective. Delay defeats the objectives of feedback. The

feedback will be effective when it helps in bringing about the desired change.

S.P.Robbins says that making feedback prompt merely for promptness, sake can

be backfiring, if you have insufficient information you may angry, or if you are

otherwise emotionally upset. In such instances, well-timed mean ―somewhat

delayed‖.

Ensure Understanding

The purpose of feedback is to have interaction, to make the recipient

understand clearly and fully. It is to be remembered that every piece of effective

communication involves passing of information and understanding the meaning.

Unless feedback communication is understood by the recipients, it is not an

effective communication.

Control

Direct negative feedback towards behaviour that is controllable by the

recipients is also an important skill for effective communication. In the case of

negative feedback, it should be directed towards behaviour, the recipient can do

something about.

Constructive feedback can take time. It is always important to follow-up

after the sender have delivered the feedback. Allow the other person sufficient
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time to implement the agreed actions. Should they fail to implement the agreed

actions, sender may choose to reinforce the feedback; implement disciplinary

procedures; or, escalate the matter to a higher authority. The appropriate choice is

a matter of context and conscience which must be determined on a case by case

basis.

6.11 Feedback Loop

The section of a control system that allows feedback and self-correction

and that adjusts its operation according to differences between the actual output

and the desired output. The business dictionary defines that channel or pathway

formed by an 'effect' returning to its ‗cause,' and generating either more or less of

the same effect.16 A dialogue is an example of a feedback loop.

An effective two-way communication occurs when the sender transmits

the message and the receiver involves in feedback to the sender. This completes

the communication circuit. It satisfies process elements like message flow from

the sender to the receiver and back to the sender. Douglas G. Curley calls this two

way communication as feedback loop or communication loop.

Every small piece of message communicated undergoes a definite process

that involves more than one person. Nobody communicates to a void or wilds.

Communication is said to be effective if it obtains the required result, response or

feedback. All communications are correlated to some or the other context. In any

context, a feedback loop exists to enable successful communication in

communication process. At one end of the loop is the source of a message or

information and at the other end is response from the receiver. Sender receives a

stimulus to send a message across. The stimulus may be exterior or interior. There

may be urge from an outside source which is called external stimulus. The internal

stimulus may be an urge from inside the person to send across a message or

information. He converts the message in the form of code. This process is called
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encoding. The sender is also known as the encoder. He chooses the suitable verbal

or non-verbal signs, symbols or language and puts the message into that code.

Then the encoder transmits the coded note through proper medium. The sender or

encoder chooses the appropriate medium based on several factors such as the

receiver, the message, and its urgency or otherwise. He may select a non-verbal

signal, body language or verbal speech, writing or any other accessible medium to

transmit the encoded message. The message in turn is transmitted to the receiver.

The receiver decodes the message as receiver may be said decoder and then

receiver perceives it. Unless the receiver is aware of the code and is expert in

using the medium, he cannot decode it. Misinterpretation may occur even if there

is intrusion in the medium. The receiver‘s response or reaction is the feedback that

the sender obtains. The feedback may again be a signal or an action.

In short communication is related to the context. Context is determined by

country and culture generally and the individual‘s mindset and attitude

particularly. Environment and the stimuli, external or internal determine the actual

process of communication.

Source: own estimation

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The sender in response to an external or internal stimulus perceives a

message. He puts it into an appropriate code of verbal or non-verbal symbols. He

transmits it across to the receiver through an appropriate medium. This act of the

sender is conditioned by his mental attitude, his experience and his perception of

all the related factors. The receiver, based on his experience, attitude and

perception of all related factors decodes the message, interprets it and reacts or

responds to it. We should remember that the sender and the receiver should share

a symbol that will carry the same meaning for both. If they do not,

misunderstanding is bound to occur. If the boss asks his subordinate to present a

bimonthly report to him, he may expect a report every fortnight. But the

subordinate may think that he has to send a report once in two months. Bimonthly

means both, twice in a month or once in two months. Misunderstanding has arisen

because the word ‗bimonthly‘ means two different things to the boss and the

subordinate, both of which are correct. The code used in this context is the English

word‘ bimonthly‘. The code stands for two concepts and its use has led to the

misunderstanding. The boss would have said ‗a fortnightly‘ report or reports twice

a month or the employee could have got the message reconfirmed by a specific

question. That is why the sender and the receiver should share the code or symbol

with clarity. The choice of the symbol for encoding and the medium of

transmission play an important role in the process of communication. Effective

communication takes place if all the parameters like the encoder, his mental

attitude, capacity to encode and transmit, the medium, the decoder/and his

capacity to decode that specific message are equal to the demands of the

communication exercise.
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Building an Effective Communication Loop

The message is the central idea a sender wants to communicate. The

sender must carefully choose a message that he wants to send and its intention .He

must take into consideration the context of his communication and the feelings of

the receiver. Based on this aspect, the sender should select the means and the

medium to transmit the message. The receiver should be familiar with the signs

and symbols and be capable to access the medium of transmission as the sender

cannot e-mail a message to a receiver who does not computer knowledge or

cannot write a letter to an illiterate. The choice of the medium is also based on the

necessity of the message. If the sender requires an urgent feedback, he should

prefer the oral medium. One cannot manage to write long memos or letters to a

employee on the shop-floor. Instead a face-to-face communication with concise

directives will create the desired results.

6.12 Advantages of Feedback Loop

Feedback is essential in two-way communication. It completes the process

of two way communications and provide root of understanding in regards with the

successful deliverance of a message. The advantages or significance of feedback

is highlighted as under:

Basis of problem solving: In two way communication process feedback is

necessary. Sender can only give explanation for the feelings and thoughts of the

receiver only when feedback is provided. Thus, feedback ensures the origin of

problem and its solutions so is the importance of feedback.

Democratic approach: It is a independent approach to communication. It involves

involvement of the receiver and therefore extent scope to communicate view. It is

another advantage of feedback.

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Effective communication: Two-way communication confirmed successful only

when the message is correctly sent and can be understood. This decides the

success or failure of communication.

Identification of Improvement Area: Feedback provides input and scope of advice

to the sender regarding the message sent by him. This facilitates to improve the

communication problem.

Better understanding: Feedback provides a platform of better understanding the

views, ideas and opinion between sender and the receiver and then sender decides

for the next action.

Creating healthy relations: One way communication cannot produce healthy

relation in case of teacher student or employee management. Hence two way

communications is effective and helps students, lower level employees, who can

depend on feedback to for further improvement or to fulfil their needs.

Effective coordination: Feedback enables effective coordination in between two or

more people, group or organization. All concerned areas can share the work-in-

progress through the means of feedback. This supports for the successful

completion of work or transaction.

Conclusion

To sum up, effective feedback can be achieved by building oneself or the

surroundings free from fear. This is only possible when an individual is prepared

to confess to the other person as well as their colleagues that they are uncertain of

the meaning or unambiguous on the act required. Overall, this declaration can be

gained only when a person is ready for an advice or opinion on the desirability or

otherwise of a particular course of action.

 Thacker 175

Building this security-climate in which people are working know where

they stand with people and they know where they should be with others in an

environment, which encouragement comment and questions and which encourage

this feeding back sound simple, but in fact is incredibility difficult and is the root

cause of many industrial problems today.

 Thacker 176

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 Thacker 177

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