A4.B.8 Giving Criticism

#Why a five-stage protocol

Criticism is the operational form of A4.B.7 Johari Window. Done badly it provokes defensiveness, breaks trust, and corrupts the next session. Done well it shrinks the recipient's blind spot, reinforces the assertive register on both sides, and produces durable behaviour change. The five-stage protocol below is the operational discipline that converts the abstract "criticism is a gift" framing into a sequence the instructor can run in the debrief.

#1. Preparation

Six questions to answer before the criticism is delivered. The structure is a who-what-why-where-when-how matrix.

#Who

The right person and are they ready to receive the criticism. The instructor identifies the actual recipient (not necessarily the person whose behaviour was most visible) and confirms the recipient is in a state to receive: not exhausted, not still processing the simulator session, not under unrelated stress that would drown the message.

#What

It should be about their behaviour and not the person, and only behaviour that can be changed. Be specific about what they are actually doing. Think of examples.

#Why

Remember criticism is a gift, which must be for the benefit of the receiver and not a release for the giver. Be clear about what you really want: ask yourself if it is reasonable and achievable. Think about consequences if they say no.

#Where

Choose an appropriate place. Set them up to receive it well.

#When

Choose an appropriate time but as soon as possible after the event.

#How

This needs to be done assertively. Avoid making vague insinuations or direct personal attacks. Think positively, acknowledging that the other person has the right to be treated with respect as well as all their other rights. But you also have the right to express your opinion and to ask for a change.

#2. Delivery

Three components: describe their behaviour; describe its effects; check awareness.

#Describe their behaviour

Avoid vague generalized statements:

"That approach was a complete mess."

Make clear specific statements instead:

"When you don't respond to advice that I offer you..."

The vague form gives the receiver nothing to act on and invites defensive interpretation. The specific form names the observable behaviour and makes it actionable.

#Describe its effects

Express how you feel about their behaviour or how it affected you or others:

"I feel concerned that you might not progress as quickly as possible."

The expression is owned by the giver ("I feel concerned") rather than imposed on the receiver ("you are slowing yourself down"). Owning the feeling preserves the assertive register and reduces the recipient's defensive surface.

#Check awareness

At this stage it is important to open up the discussion and check the other person's understanding:

"Had you realized?" (Either that they had not responded or the effects.)

The check is what converts the delivery from a one-way pronouncement into a two-way conversation. It also surfaces whether the recipient already knew (in which case the conversation moves directly to stage 3) or whether the criticism is genuinely new information for them (in which case stage 3 starts from acknowledgement rather than negotiation).

#3. Discuss their views, look for solutions and any compromises

Normally their response is positive. If not ask why they are behaving in that manner, why they prefer their way and why it is important to them. Stay assertive: manage your tone and body language. If appropriate ask what they might do differently to achieve the same result. Be clear what you want:

"I'd like you to use the advice I give you or ask if you don't understand."

Look for compromise and offer support, but reaffirm what you would like them to do.

#4. Describe the consequences

Two paths, depending on whether agreement was reached.

#If agreement reached

If you have reached an agreement, state clearly what the outcome of their new behaviour will be; it will be positive:

"I'm sure this will improve your performance and will make the training more enjoyable."

#If no agreement

However, if there is no agreement you will need to let them know the negative consequences:

"If you do not respond to my advice it will be difficult for me to continue with your training."

#5. Summarize

The points that you have agreed:

"Are you clear that is what will happen?"

The summary is the close. It restates the agreed behaviour, confirms the recipient has understood what they are agreeing to, and ends the conversation cleanly. Without the summary, the conversation drifts; with it, the conversation becomes an actionable agreement that the next session can build on.

#Worked end-to-end example

#Connections

• A4.B.7 Johari Window. The model that frames criticism as blind-spot data; the protocol is the operational form of the gift.
• A4.B.6 Listening. The discipline that makes stage 2 (Check awareness) and stage 3 (Discuss their views) genuinely two-way; without LISTEN, the protocol becomes a one-way pronouncement.
• A4.B.4 Behaviour. The assertive register the entire protocol depends on; aggression at stages 2 to 4 collapses the conversation; submission at stage 4 voids the consequence.
• A4.B.5 Learning Theory. The "honest feedback" condition the protocol is the operational form of.
• 7.3 General Debrief Techniques. The debrief framework the criticism protocol is embedded inside.
• A1.4 Facilitation Techniques. The facilitation toolkit whose questioning patterns support stage 3 (discussion of the recipient's view).
• A4.C Facilitation Guide. The next reference, which extends the facilitation discipline this protocol operates within.