First, let's figure out what it is Feedback Online.
Feedback includes feedback forms, ordering a call back, online chats, forms for ordering goods in online stores, and even a contact page where your phone numbers and email are written. This is the information and functionality that allows the site owner to communicate with its visitors.
What does feedback give to the site owner?
1. The most important thing here is to turn a site visitor into a client, that is, conversion, receiving direct profits and benefits. If you have a competitive offer, you quickly and clearly answer all questions about the product or service, then with a high degree of probability the visitor will place an order with you.
2. Warming up interest in yourself and the product (service). If your offer is not well known or new on the market, then by clearly explaining everything to the visitor, you can count on him to soon turn into a client. Even if you offer something standard and not new, a site visitor who has received competent and quick advice will remember you and return (we all love attention - this is pure psychology).
3. Collection of statistics, from which you can understand how many visitors contacted you after viewing the information on the site, from which pages they made the request. All this is a rather labor-intensive process, which will ultimately help increase conversion and, accordingly, profit.
If necessary, be sure to ask the web studio a question about the options for communication forms and their availability in the project.
Why does the client need feedback?
The site visitor remains on the Internet face to face with the product (service), detailed description, with examples, photos and videos (it all depends on the product and service), of course makes the choice easier, but there are often questions that are impossible to think through and describe in advance. In this case, the client is left alone with the problem - this should not be allowed under any circumstances. It is for this purpose that customer feedback forms have been created and implemented, so that as soon as an issue arises, it can be resolved.
The main options for feedback forms on the site.
— Indication in contacts of a phone number, e-mail, Skype nickname and the like.
— Placement of a phone number or email in the upper (header) or lower (footer) part of the site.
— Regular feedback form through the website, when filling out which, the client indicates his name, the topic of the question, the question itself and his email to receive an answer.
- a window for correspondence that opens directly on the website, similar to standard instant messengers.
—Order a call back, with fields for when to call back, to what number and the name of the person who sent the request.
Don't forget to put a captcha in each form to avoid spam. 
Requirements for feedback forms.
1). Availability and visibility(this is already part of usability, or the convenience of the site for users). While on the site, I, as a client, do not have to search for a long time for anything, including a form of communication. There is usually a separate contact page that says various options communications. Recommended places on the site where you can place the main contacts and feedback forms are the site header (the top area, usually to the right of the menu - here you can and should write your phone number and email), or the footer (here you can easily place a feedback form, in addition to contacts ). A call back or online chat is best placed at the bottom of the page on the right. 
2).Variety of communication options. Provide an alternative for clients, don’t limit it to just mail or phone. Consider the features of your website by design, visitors (age, status), capabilities (can you afford to be online all day, is there a person in the company who can) and then decide where and what forms of communication you need. Offer several options for communicating with you to your clients (some like to write, others like to call - you shouldn’t limit them, this can be perceived negatively and as a personal insult).
3). Response speed and information content. If you have created feedback forms on your website, please respond quickly and informatively. Usually the norm is a response within 30 minutes (in work time, which should be indicated on the website), in the worst case no more than an hour. There are complex issues that require more time. In any case, you need to make it clear to the client that you have received his message and are working on his solution, and at the same time indicate the time frame for the solution. Of course, the answer must be comprehensive and adequate. That is, as a result of the answer, the problem becomes solved or ceases to be a problem at all, and the answer is written correctly and with the obligatory lines in the spirit: “With respect ... “. These are common rules of good manners, but they are often forgotten.
4).Adequate operation of communication forms. Before launching such forms, you should carefully test them on yourself and your friends: do they work correctly, do you receive all the information correctly in full, can you process all the information that comes. Carefully look at the required fields to fill out, whether there is anything superfluous (few people like to write a lot and in detail), or, on the contrary, did you forget to ask the necessary information in the form (for example, ordering a call back without a field indicating your number, where to call in this case? ). It would be a good idea to test the operation of forms from mobile devices (are all fields visible, is it possible to fill them out, etc.); there is no need to talk about the number of people accessing the Internet from such devices.
Let's summarize: Feedback forms not only should, but are required to be on the site; which ones and in what quantity are up to you to decide based on your needs and capabilities. Adding them to an existing project or just one being created is not a problem; now there are many services that offer their services for a fee or even for free (online chats, callbacks - in the free mode the functionality will be somewhat limited and usually the name and address of the developer are added), as well as plugins for feedback forms, order forms and the like.
Good luck in communicating with your clients and site visitors.
Order the creation and configuration of feedback forms:
For consultations, clarification of cost terms, as well as ordering the creation of a feedback form, use the feedback form, telephone or mail.
Feedback in psychology is one of the most powerful communication tools. It allows us to express our honest opinions about other people's behavior where necessary. There is constructive and positive feedback. In work-related situations, we may need to provide feedback. If we have a certain degree of responsibility for personal or Professional Development another person, we must provide feedback if we want to perform our duties effectively. In fact, whether it is planned or happens spontaneously, we all We provide feedback several times a day. However, there is one serious problem - Feedback is overwhelmingly negative.
2 main types of feedback in communication psychology
There are many different methods of feedback in psychology, but the most common are constructive feedback and positive feedback. On a daily basis we have ample opportunity to use both. Below is short review each of them.Constructive feedback
Constructive feedback in psychology is intended to be used when the other person has done something wrong. The goal is to approach the problem clearly through positive and constructive dialogue encouraging a person to making the necessary changes to provide more efficient work in future. One of the key components of constructive feedback is that it is inclusive. That is, although you must insist on changing the behavior, the other person is included in the process of determining the best way moving forward. Although constructive feedback should be a more positive form of feedback, it can still be easy for the other person to classify you as negative people
, especially if this is the only form of feedback you use. Positive Feedback
Positive feedback in psychology is intended to be used in cases where you see someone doing work or behaving in a way that you agree with, but would like to see more. The idea is that by providing positive feedback, the other person understands what is expected of them and strives for this behavior. When used correctly, positive feedback is incredibly powerful, despite its simplicity. Positive feedback can be delivered in a couple of minutes. However, perhaps due to its simplicity, Positive feedback is often simply forgotten. A good leader or manager will use positive feedback much more often than constructive feedback. Encouragement does more for increasing human productivity and cooperation with him than identifying his mistakes and pointing them out. Of course, constructive feedback should be used where necessary, but it will be much more effective if the other person won't feel like you're constantly reproaching him. So, first of all, show encouragement through positive feedback.
Correction does a lot, but encouragement does more ~ Goethe
Conclusion
Feedback in communication psychology is not meant to be taken from a negative perspective, but most of us tend to talk more about other people's behavior when we find that behavior unacceptable rather than when they do something right. . This results in an incorrect balance. If another person is doing something wrong, we certainly need to look into the matter so that corrective action can be taken. But we can avoid unnecessary constructive feedback, being positive and recognizing good behavior or performance when we observe it. If we provide feedback in the correct manner, the person will want to repeat his behavior. After all, who doesn't like to be praised? Correction does a lot to shape personal and professional behavior, but even more can be achieved in a more enjoyable manner simply by practicing on a consistent basis. positive feedback.This is information about a person's past behavior that is communicated to him in the present with the expectation that it will influence his behavior in the future.
Feedback is a key component in employee development. Not only does it help correct employee mistakes before they become habits, but it also reinforces desired behaviors, encourages professional development, and ultimately helps employees achieve their goals.
In order to improve their own effectiveness in the future, people need to have a very precise understanding of how effective they are now. They need specific information about both strengths and areas that need development. Feedback and is the very “mirror”, looking into which people have the opportunity to see themselves, plan their own development and track the progress made.
Types and purpose of feedback
Positive Feedback serves to assess the effective behavior of the employee and thereby strengthen this line of human behavior in such situations. In cases of positive feedback, it is said that What it was done well Why it was good and what positive results caused by the employee's actions.
Positive Feedback is a powerful means of motivating employees. It is especially effective when it refers to specific behavior, although general praise also motivates employees and increases their self-confidence. Among other things, positive feedback fulfills another important function- it tells others that the leader sees and appreciates the contribution of others to the common cause.
Negative Feedback serves to convey an assessment of ineffective behavior and is aimed at changing the employee’s actions. In this case, it is indicated that What was done incorrectly what are the alternatives behavior in this situation and why their result could be better than the result of the actions taken.
As a rule, it is not difficult for a manager see shortcomings in the work of subordinates. Much harder communicate constructively report these shortcomings to subordinates in such a way as to ensure their correction in the future.
Guidelines for giving constructive, positive and negative feedback
Principles of constructive feedback
Specific– describes specific example behavior that depends on the person; does not contain sweeping generalizations.
Timely– refers to a recent situation that is still fresh in the minds of you and the other participant in the feedback.
Constructive– suggests behavior options that you would like to see in the future (especially with negative feedback).
With consequences– indicates the consequences of this behavior: how it affects you, others, and the work process.
Developmental– aims to assist in development.
Principles for giving positive feedback to an employee
To make your positive feedback more impactful:
1. When expressing your praise to an employee, highlight a certain aspect of behavior, a specific trend - make it clear what you value most in his actions (for example, compliance established deadlines, high productivity, commitment to quality, willingness to work overtime to achieve results).
2. Point out to your subordinate the positive consequences of his actions. Let him know why you value his success so much and why it is so important to you that he repeats it: talk about the impact that this success will have on you, on your team, on the organization as a whole.
3. Express your feelings - talk about satisfaction, joy or admiration for the actions of your subordinate.
4. Communicate clearly and clearly to the subordinate what behavior he should adhere to in the future.
5. Look for any opportunities to reward the employee for specific positive behaviors. Develop the habit of seeing situations that deserve encouragement. With such support from you for the desired behavior, subordinates will demonstrate it more often.
♦ How often do you praise them?
♦ Do you see the contribution of individuals to overall success?
♦ Do you value this contribution?
♦ Are your praises a response to specific achievements or are they caused by a favorable state of affairs in general, a good mood?
Guidelines for Giving Negative Feedback
To make criticism more constructive and effective, follow these principles:
1. Respect the person's need for confidentiality of criticism. Try to express your comments face to face.
2. Talk about the employee's behavior (for example, “you delayed making a decision on this issue for two days”), not about his personality (for example, “you are incapable of making decisions and taking responsibility”).
3. Tell the employee about specific facts, avoid generalizations.
4. Be specific Negative consequences actions of a subordinate. It is known that in 90% of cases of “ineffective” criticism, bosses get off in general phrases(“decrease in labor productivity”, “decline in morale”, etc.).
5. Personalize your statements - talk about your feelings. The phrase “I was very upset when I found out...” will have a stronger effect than the impersonal exclamation “This is simply unacceptable!”
6. Make comments in a calm manner. Be confident that you are in control and able to describe rather than “vent” your feelings.
7. Be brief - get straight to the point and speak directly. Remember that a person perceives worse when he becomes the object of criticism.
8. Be prepared for the fact that the employee does not immediately recognize the validity of your comments. When faced with criticism, people tend to get defensive, so don't try to get your subordinate's agreement right away. Just tell him your rating and make sure he understands it. Give him a chance to think about your words.
9. Maintain the necessary balance of positive and negative information. Before you make serious comments to an employee, say a few words about the qualities that you value. Beginning with your comments, end the conversation by expressing your overall confidence in your subordinate's ability to succeed.
10. Strive for dialogue, avoid reading lectures. Give the subordinate the opportunity to express his view of the problem
11. Focus on future actions. Do not get hung up on finding out the reasons for the mistakes made - this will only force the subordinate to look for new excuses. Move quickly to “What will you do to prevent this from happening in the future?”
12. Communicate to your subordinate not only the punishments for bad behavior, but also the benefits of good behavior.
13. At the end of the meeting, ask the subordinate to repeat in his own words what he should do to improve results. This will not only test understanding, but also confirm the subordinate's commitment to improvement.
14. If you are facing a particularly difficult conversation, mentally play out possible scenarios. Think not only about the form in which you will express your comments, but also about what you might hear in response and how you will react to it.
Specific factor of group psychotherapy. In the process of group psychotherapy O. s. provides the patient with information about how he is perceived by other group members, how they react to his behavior, how they understand and interpret it, and how his behavior affects others. O. s. enables the group member to understand and evaluate his role in typical interpersonal situations and conflicts and, thanks to this, gain a deeper understanding of his own problems. Phenomenon O. s. manifests itself in situations where the subject of perception has the opportunity to receive information from a communication partner about how he is perceived. As O. s. is any information that a person receives from the recipient of his behavior. O. s. can be direct or indirect, immediate or delayed, instrumental (photographs, magnetic and video recordings, etc.) or personal (verbal and non-verbal, evaluative or not containing evaluation, emotionally charged and emotionally neutral, descriptive and containing interpretation, role and identification and etc.). O. s. in psychotherapy it contributes to the implementation of the leading mechanism of its therapeutic action - confrontation, however, as a source of information it differs from interpretation. The interpretation may be inadequate, inaccurate, distorted under the influence of the interpreter’s own projection. O. s. “correct” in itself: it is information about how other participants in the psychotherapeutic process react to the patient’s behavior. The question of whether O. s. contain elements of interpretation, there is no clear answer. O. s. exists within the framework of individual psychotherapy, but here its content is very limited. In group psychotherapy O. s. more multifaceted, since it is carried out between each of the group members and the group as a whole. The psychotherapeutic group provides the patient with more than just O.S. - information about how he is perceived by another person, but differentiated O. s., O. s. from all group members, who may perceive and understand his behavior differently and react to it differently. Thus, the patient sees himself in different mirrors, reflecting different aspects of his personality. Differentiated O. s. not only provides diverse information to improve self-understanding, but also helps the patient learn to distinguish between his own behavior. The patient’s own reaction to the information contained in the OS is also of interest to other group members (being second-order feedback, i.e. e. feedback on feedback), and for the patient himself, allowing him to see significant aspects of his own personality and his reactions to the discrepancy between the image of “I” and the perception of others. Processing and integration of O. page content. in the process of group psychotherapy provides correction of inadequate personal formations and contributes to the formation of a more holistic and adequate image of “I”, self-image and self-understanding in general. Kratochvil (S., 1978) distinguishes 4 areas in self-awareness, or the image of “I”: open (what a person knows about himself and others know about him), unknown (what a person does not know about himself and does not others know), hidden (what a person knows about himself, but others do not know), blind (what a person does not know about himself, but others know). O. s. carries information that allows the patient to reduce the blind area of self-awareness. To create an effective O. system in a psychotherapeutic group. a certain atmosphere is required, characterized primarily by mutual acceptance, a sense of psychological safety, goodwill, mutual interest, as well as the presence of motivation to participate in the work of a psychotherapeutic group and the phenomenon of “unfreezing”, in which group members are ready and able to abandon the usual, established ways of perceiving and interactions, revealing their insufficiency and imperfection. O. s. in a group, it is more effective if it is not delayed, that is, if it is provided to the patient immediately at the moment of observing his behavior, and not after some time, when the situation ceases to be relevant and significant or when psychological defense mechanisms have already come into effect. Effective O. s., according to a number of authors, is more descriptive or contains emotional reactions to the behavior of a group member rather than interpretations, assessments and criticism. A differentiated OS will also be more effective, i.e. OS coming to the patient from several group members, since it seems more reliable to him and can have a greater impact on him. Sometimes in training groups certain rules for the provision and acceptance of O. are formed. (for example: “Talk about your feelings, but don’t judge”, “Listen carefully, but don’t try to answer everyone”, etc.). Although such rules are not strictly formulated in psychotherapeutic groups, the psychotherapist strives to develop the most effective forms of O. s. in the group. within the framework of one or another theoretical orientation (see Mechanisms of the therapeutic effect of group psychotherapy).
Feedback- a method of self-regulation, in general determination in animals, people and technology, in which “information” about the results of the functioning of a system is included in the conditions that determine its further functioning. According to P.K. Anokhina, N.A. Bernstein, N. Wiener and other discoverers of OS, it is a universal mechanism of self-regulation, since the control part of the system influences the controlled part, receiving from it signals about the results of its influence. An illustration can be illustrated by Anokhin’s favorite example: a person is thirsty, pours water from a decanter into a glass, etc. With this method of self-regulation this person and an observer from the outside can easily and immediately determine how correctly this entire system of actions is being performed. Consequently, O. s. There is such a relationship between functioning and its results when the latter directly, unambiguously, visually-sensually, according to predetermined criteria, signal to the governing body whether a given system is functioning adequately or inadequately. In other words, this is a signaling connection that involves direct correlation or comparison of 1) predetermined, desired, final and 2) actually achieved to at this moment, intermediate, current results. Here the desired, generally foreseeable, appears initially with great certainty, in particular in the form of a clearly and pre-fixed standard, with which the actually achieved results are compared.
This is the traditional interpretation of O. s. as a universal mechanism of self-regulation, generalized in cybernetics, psychology, etc. However, theoretical and experimental studies conducted by some of S.L.’s students. Rubinstein, showed that the traditional concept of O. s. as a method of self-regulation, equally inherent in animals, people, and technical systems, precisely because of such universality, does not reveal the specifics of the determination of a person as a subject at the highest levels of his existence (theoretical thinking, freedom, conscience, etc.). At the indicated levels of human activity, there are no initially given standards, signals, signal stimuli, signal connections that would directly and unambiguously, with visual and sensory evidence, “certify” the adequacy or inadequacy of the activity, behavior, and communication of subjects. As a person rises to more and more high levels of his being, he forms and develops all his mental processes and properties and, in particular, increasingly complex, initially not given criteria for self-assessment of all his actions, actions, thoughts, feelings, etc. This means that the opposite and in general signaling connections (expressing only the simplest, and not at all any dependencies between the functioning and its results) are necessary, but not sufficient for the determination of the subject - contrary to the traditional understanding of O. s.
A.V. Brushlinsky
Definitions, meanings of words in other dictionaries:
Clinical psychology. Dictionary, ed. N.D. Tvorogova
Feedback (in psychotherapy) - (1) participants in the psychotherapeutic process receiving mutual information about the process, characteristics and results of therapeutic actions, (2) in the process of group psychotherapy, providing the patient with information about how others perceive him...
Philosophical Dictionary
The impact of the controlled process on the governing body. The term "feedback" was used mainly in the theory of automatic control (cybernetics); The following types of feedback are distinguished: continuous and discrete, which, in turn, are divided into positive and...
Psychotherapeutic Encyclopedia
Specific factor of group psychotherapy. In the process of group psychotherapy O. s. provides the patient with information about how other group members perceive him, how they react to his behavior, how they understand and interpret it, how his behavior...
Psychological Encyclopedia
Specific factor of group psychotherapy. In the process of group psychotherapy O. s. provides the patient with information about how he is perceived by other group members, how they react to his behavior, how they understand and interpret it, how his behavior affects...
Psychological Encyclopedia
A general term that has several meanings in psychology. It can refer to information transmitted to muscles to help control movements (kinesthetic feedback); information accompanying the completion of a task (result feedback), or information received from...
