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Hmm was this for very experienced pilots? For newer pilots going through training, it seems like the baseline should move progressively higher with training, a

Hmm was this for very experienced pilots? For newer pilots going through training, it seems like the baseline should move progressively higher with training, and so you’d want good data to know what kind of feedback accelerates that baseline improvement. For experienced pilots who’ve sort of maxed out their inherent talent/capability, it would make sense to me that over and under performance would be somewhat random. Anecdotally, I’ve never found feedback to be a one size fits all kind of thing. Everyone responds differently and needs something a little different from you.

schneems 2y ago
Really what people need is an accurate sense of their performance (where they are at), an alignment with a goal (where they want to be), and a concrete action plan on how to make up that delta (how to get better). I think instead of asking “does criticism or praise produce better outcomes on average over the duration of training” (my interpretation of your comment) I would ask “how can we ensure our assessments of student performance are accurate and how can we make sure it is translated to the most effective feedback per individual student.” If you HAD to generalize to only positive/negative feedback, my guess would be that people need both, so an ideal value would be a ratio rather than binary. Say: 2 positives to every 1 negative (for example). But as a sometimes educator it’s really hard to keep track of that ratio for each student (unless it’s written or formalized in some kind of way).
- solarmist 2y ago
  I would agree with you if there was a way to ensure feedback isn't interpreted as a personal attack or a shortcoming. So, this assumes you can separate feedback from motivation too. Authentic praise (as opposed to generic praise) is more effective in the long run because it reinforces motivation and allows time, experience, and in ideal situations, achievable high standards to take care of negative feedback.

schneems 2y ago

Really what people need is an accurate sense of their performance (where they are at), an alignment with a goal (where they want to be), and a concrete action plan on how to make up that delta (how to get better). I think instead of asking “does criticism or praise produce better outcomes on average over the duration of training” (my interpretation of your comment) I would ask “how can we ensure our assessments of student performance are accurate and how can we make sure it is translated to the most effective feedback per individual student.” If you HAD to generalize to only positive/negative feedback, my guess would be that people need both, so an ideal value would be a ratio rather than binary. Say: 2 positives to every 1 negative (for example). But as a sometimes educator it’s really hard to keep track of that ratio for each student (unless it’s written or formalized in some kind of way).

solarmist 2y ago
I would agree with you if there was a way to ensure feedback isn't interpreted as a personal attack or a shortcoming. So, this assumes you can separate feedback from motivation too. Authentic praise (as opposed to generic praise) is more effective in the long run because it reinforces motivation and allows time, experience, and in ideal situations, achievable high standards to take care of negative feedback.