Mohammad T Islam (BSc, MBA, MEd)

Feedback plays a central role in organisational development, talent growth, and leadership effectiveness. Among the most widely adopted frameworks for feedback is the SBI feedback model, developed by the Centre for Creative Leadership (CCL), which stands for Situation, Behaviour, and Impact. The appeal of the model lies in its clarity, specificity, and actionability, enabling managers, educators, and leaders to give feedback in a constructive and impactful way (Kirkland & Manoogian, 1998). This article explores the structure of the SBI feedback model, its advantages and criticisms, and its role in enhancing communication, learning, and talent development within organisations. 1.0 Structure of the SBI Model 1.1 Situation The first stage involves describing the specific situation in which the observed behaviour occurred. Context-setting avoids generalisation and provides the receiver with a clear understanding of the circumstances. For instance: “During yesterday’s project update meeting when timelines were being discussed…”. By grounding feedback in time and place, ambiguity is reduced (Bungay Stanier, 2010). 1.2 Behaviour Next, the observable behaviour is described factually. This ensures feedback is objective and non-judgemental. For example: “…you interrupted two colleagues before they could finish their points…”. Avoiding assumptions about motives (e.g., “you were being disrespectful”) helps maintain psychological safety and increases the likelihood of constructive dialogue (Harrelson, 2024). 1.3 Impact Finally, the impact of the behaviour is articulated, focusing on consequences for the team, project, or organisation. For example: “…this made it difficult for others to share updates and some felt undervalued.” Research suggests that explaining impact helps recipients understand why their actions matter, fostering accountability and reflection (Stone & Heen, 2014). By using this structured flow, the SBI model transforms vague feedback into a clear and actionable message. 2.0 Advantages of the SBI Model The SBI framework is valued for several reasons: Clarity and specificity: It provides a structured approach that reduces the risk of ambiguous or vague feedback (Turregano & Gaffney, 2012). Depersonalisation: By focusing on situations and behaviours rather than character traits, it minimises the perception of feedback as a personal attack (Daaleman et al., 2021). Encourages reflection: Recipients gain insight into the real-world consequences of their behaviour, which supports behavioural change (Carman, 2015). Universality: The model is used across industries, including corporate, healthcare, education, and nonprofit sectors, illustrating its broad applicability (Lee et al., 2021). Supports growth cultures: When embedded in performance management, SBI feedback strengthens a culture of continuous learning and development (Fleenor, Taylor & Chappelow, 2020). 3.0 Criticisms and Limitations While widely endorsed, the SBI method is not without limitations. Over-simplification: Some critics argue that the model’s structure may be too formulaic, neglecting complex relational dynamics in feedback conversations (Jelley, 2021). Risk of rigidity: Leaders may apply it mechanically, creating a “checklist” approach rather than engaging in genuine dialogue (Beenen, 2021). Emotional blind spots: The model emphasises observable behaviour but may downplay emotional intelligence aspects, such as tone, empathy, and relational context (Aguinis & Kraiger, 2009). Cultural considerations: In collectivist cultures, direct feedback—even when structured—may still be perceived as confrontational, highlighting the need for cultural adaptation (Carman, 2015). These limitations suggest that SBI should be used as a foundation for dialogue rather than a strict formula. 4.0 SBI and Talent Growth in Organisations The relevance of the SBI model extends to talent development and organisational growth. 4.1 Enhancing Leadership Development Leadership training programmes often integrate SBI as a tool to improve communication, accountability, and coaching effectiveness (Harrison, 2010). Leaders who master SBI provide feedback that is balanced and actionable, supporting emerging leaders in developing self-awareness. 4.2 Performance Appraisal and Coaching SBI is also applied in performance appraisal systems. Rather than vague appraisals such as “good teamwork,” managers can highlight specific incidents of collaboration and describe their positive outcomes, reinforcing desirable behaviours (Wasankar, 2023). 4.3 Creating a Learning Culture The model aligns with learning organisation principles by encouraging continuous dialogue about behaviour and outcomes. This not only supports individual learning but also contributes to organisational knowledge-sharing and collective improvement (Turregano & Gaffney, 2012). 4.4 Application in Healthcare and Education In medical education, the model (and its extension SBIA – Situation, Behaviour, Impact, Action) has been shown to help students receive constructive feedback on clinical skills in ways that enhance reflection and improvement (Lee et al., 2021). Similarly, in higher education, it assists lecturers in giving students specific, actionable academic feedback (Daaleman et al., 2021). 5.0 Example of SBI in Action A real-world example demonstrates the model’s effectiveness: Situation: “During last Friday’s client presentation…” Behaviour: “…you continued to read directly from the slides without engaging with the audience.” Impact: “…the client appeared disengaged, and we risked undermining the team’s credibility.” This structured delivery ensures the employee understands the context, the behaviour, and its consequences, while avoiding accusations. The SBI feedback model remains one of the most effective and practical frameworks for enhancing talent growth and fostering constructive communication within organisations. Its structured approach allows managers, educators, and leaders to provide feedback that is clear, specific, and actionable. Although it has limitations—such as risks of rigidity and cultural mismatch—it continues to be highly valued across sectors. By promoting clarity, reflection, and accountability, SBI strengthens learning cultures and supports sustainable organisational development. For organisations striving to nurture talent and encourage continuous improvement, the SBI model offers not just a framework for feedback, but a foundation for constructive dialogue, growth, and performance excellence. References Aguinis, H. & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organisations, and society. Annual Review of Psychology, 60(1), 451–474. Beenen, M. (2021). Supporting employee skill development from organisational culture perspective. Theseus.fi. [Available at: https://www.theseus.fi/handle/10024/427054] Bungay Stanier, M. (2010). The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever. Toronto: Box of Crayons Press. Carman, J.G. (2015). Feedback that works for nonprofit organisations. Journal of Nonprofit Education and Leadership, 5(1), 22–36. Daaleman, T.P., Storrie, M., et al. (2021). Medical student leadership development through a business school partnership model. Journal of Leadership and Organisational Development, 42(3), 145–159. Fleenor, J.W., Taylor, S. & Chappelow, C. (2020). Leveraging the … Read more

Feedback is a critical component of learning, performance improvement, and workplace communication. Among the many feedback models available, the Sandwich Method, sometimes called the sandwiched feedback approach, has been one of the most widely used in organisational, educational, and clinical settings. The technique involves delivering constructive criticism between two layers of positive reinforcement, creating a more palatable and less confrontational experience for the recipient (Calvello, 2021). This article expands on the structure, advantages, limitations, and applications of the method, while situating it within broader feedback practices. 1.0 Structure of the Sandwich Method The sandwich method can be broken into three stages: 1.1 Positive Opening The process begins with a positive statement. For example, a manager might highlight an employee’s strong teamwork or creativity before moving to the area of concern. This sets a supportive tone, easing the recipient into the feedback and reducing potential defensiveness (Jug, Jiang & Bean, 2019). Crucially, the praise must be specific and genuine; insincere compliments risk undermining the trust required for constructive dialogue (Bee & Bee, 1998). 1.2 Constructive Core The middle of the feedback “sandwich” is the constructive critique. This is where the communicator identifies areas requiring improvement. Research suggests that this stage must be clear, behaviour-focused, and evidence-based to avoid misinterpretation (Brown & Cooke, 2009). For example, rather than stating “your presentation was weak,” a leader might specify: “the presentation contained useful insights, but the slides were text-heavy, which reduced audience engagement.” By focusing on behaviours rather than personality traits, the feedback maintains a developmental orientation (Orsini et al., 2022). 1.3 Positive Conclusion The final layer is another positive or encouraging comment. This can involve recognising an employee’s commitment, expressing confidence in their capacity to improve, or reiterating strengths. The closing positivity aims to leave the recipient motivated and supported, rather than discouraged (Miles, 2022). 2.0 Advantages of the Sandwich Method The sandwich technique remains popular across many industries because of its psychological benefits. Reduces defensiveness: The initial positive statement cushions the impact of criticism, making it less likely to trigger defensive reactions (Calvello, 2021). Promotes motivation: Concluding with encouragement increases the likelihood of the recipient embracing the criticism and acting on it (Tripathy, 2021). Strengthens relationships: Used skilfully, the method enhances perceptions of support and care, which can preserve and even improve workplace relationships (Miftari, Lokaj & Hajdari, 2023). Accessible and adaptable: Because of its straightforward structure, the technique can be used in both professional settings (e.g., appraisals) and educational contexts (e.g., teacher-student dialogue) (Esmaeeli et al., 2023). 3.0 Criticisms of the Sandwich Method Despite its popularity, the sandwich method is not without serious limitations. Dilution of message: Critics argue that the constructive element can become blurred or downplayed if the recipient focuses only on the positive components (Bressler & Von Bergen, 2014). Predictability: Repeated use creates a formulaic pattern. Employees may come to view the initial praise as disingenuous, bracing themselves for criticism that inevitably follows (Henley & DiGennaro Reed, 2015). Potential confusion: If the positive and negative elements are not clearly linked, recipients may leave uncertain about the intended message (Miles, 2022). Cultural mismatch: In some cultural contexts, directness is valued over indirectness, meaning the sandwich method may be seen as patronising or evasive (Ramani et al., 2018). Psychologist Ian James (2015) went so far as to call the model the “rightful demise of the sh*t sandwich”, arguing it can trivialise serious feedback and hinder genuine dialogue. 4.0 Applications in Practice 4.1 Workplace Settings In organisational communication, the sandwich method remains common in performance appraisals, peer reviews, and leadership coaching. Studies show it is especially helpful for managers inexperienced in giving feedback, as the structure provides a “safe script” (Jug, Jiang & Bean, 2019). 4.2 Education In education, especially in higher and further education, the sandwich method has been employed to help students accept criticism constructively (Esmaeeli et al., 2023). For instance, clinical educators often use it to deliver sensitive feedback to trainees while maintaining a supportive relationship (Brown & Cooke, 2009). 4.3 Public Administration and Service Professions Miftari et al. (2023) note that in public administration, where organisational culture may differ from corporate environments, sandwich feedback helps balance accountability with staff morale. 5.0 Alternatives and Evolving Approaches While the sandwich method remains widely used, scholars recommend alternative or complementary strategies: Pendleton’s Rules: A model often used in medical education where learners first highlight what they did well before the instructor adds areas for improvement (Schartel, 2012). Reflective Feedback: Encourages dialogue rather than one-way communication, helping recipients to self-identify strengths and weaknesses (Ramani et al., 2018). Constructive-Positive Feedback: Henley and DiGennaro Reed (2015) found that altering the sequence of feedback (e.g., starting with constructive before ending with positive) sometimes improves message retention and engagement. These approaches indicate that while the sandwiched feedback technique has its place, it should be used judiciously and adapted to context. The Sandwich Method of feedback is both celebrated and criticised. On one hand, it can reduce defensiveness, motivate change, and preserve relationships. On the other, it risks diluting important messages, becoming predictable, and creating confusion if used mechanically. Ultimately, its effectiveness lies not in the formula itself but in the authenticity, clarity, and contextual appropriateness of its application. As workplace cultures become increasingly diverse, feedback must balance directness with empathy, ensuring that employees and learners not only hear constructive criticism but feel supported in acting upon it. Rather than relying exclusively on the sandwich approach, organisations and educators should view it as one tool among many, adapting their feedback strategies to suit the recipient, the relationship, and the context. References Bee, R. & Bee, F. (1998). Constructive Feedback. London: Chartered Institute of Personnel and Development. Bressler, M. & Von Bergen, C. (2014). The sandwich feedback method: Not very tasty. Journal of Behavioral Studies in Business, 7, 1–14. [Available at: http://homepages.se.edu/cvonbergen/files/2012/11/The-Sandwich-Feedback-Method_Not-very-tasty.pdf] Brown, N. & Cooke, L. (2009). Giving effective feedback to psychiatric trainees. Advances in Psychiatric Treatment, 15(3), 123–129. [https://doi.org/10.1192/apt.bp.107.004820] Calvello, M. (2021). The Feedback Sandwich: Should You Use It? Fellow Blog. [Available at: https://fellow.app/blog/feedback/the-feedback-sandwich-should-you-use-it-pros-and-cons/] … Read more

Human Resource Management (HRM) is the strategic approach to managing an organisation’s most valuable asset—its people. HRM encompasses a wide range of activities aimed at maximising employee performance, satisfaction, and contribution to the organisation’s goals. As Torrington et al. (2017) emphasise, HRM goes beyond administrative personnel management, positioning itself as a driver of strategic alignment between workforce capabilities and organisational success. This paper provides a detailed overview of key topics in HRM, drawing upon insights from academic textbooks, peer-reviewed journal articles, and reputable professional resources. 1.0 Recruitment and Selection Recruitment and selection are among the most fundamental HRM functions. These processes involve attracting, shortlisting, interviewing, and hiring candidates to fill vacancies. According to Cascio and Aguinis (2011), the quality of recruitment and selection decisions significantly impacts long-term organisational performance, as hiring the right people ensures cultural fit and job success. Further, Breaugh (2017) argues that effective recruitment requires a balance between employer branding, job analysis, and structured assessments to avoid biases and enhance fairness. The Chartered Institute of Personnel and Development (CIPD, 2022) also highlights the growing use of technology, such as artificial intelligence and online platforms, in recruitment to improve efficiency and candidate experience. Thus, recruitment and selection not only meet immediate staffing needs but also serve as a foundation for building a sustainable talent pipeline. 2.0 Training and Development Training and development (T&D) are central to improving employee skills, knowledge, and career growth. According to Noe et al. (2019), HR professionals are tasked with conducting training needs analysis, designing effective learning programmes, and evaluating outcomes to ensure employees acquire relevant competencies. Kirkpatrick’s Four-Level Training Evaluation Model (Kirkpatrick & Kirkpatrick, 2006) underscores the importance of assessing training impact at multiple levels: reaction, learning, behaviour, and results. Furthermore, research by Salas et al. (2012) stresses that continuous training fosters employee engagement, innovation, and adaptability, especially in dynamic industries. In the context of the digital era, organisations increasingly adopt e-learning platforms, virtual simulations, and micro-learning to enhance accessibility and flexibility (London, 2021). Ultimately, T&D plays a strategic role in sustaining organisational competitiveness. 3.0 Performance Management Performance management (PM) refers to systematic processes for planning, monitoring, and reviewing employee performance. According to Armstrong and Baron (2017), performance management is not merely an appraisal tool but a continuous cycle of goal setting, feedback, and developmental support. Recent research has shifted from annual performance appraisals to continuous performance management, supported by real-time data and feedback mechanisms (Pulakos et al., 2019). This evolution recognises the importance of agility, especially in organisations operating in volatile and competitive markets. Furthermore, effective performance management ensures alignment between individual objectives and wider organisational strategy, thereby boosting motivation, productivity, and retention. 4.0 Compensation and Benefits Compensation and benefits constitute a critical aspect of HRM. They include financial rewards (such as salary, bonuses, and incentives) and non-financial rewards (such as recognition, flexible working, and career development opportunities). According to Milkovich and Newman (2016), compensation systems should be designed to ensure internal equity, external competitiveness, and individual performance recognition. Research by Gerhart and Fang (2015) also shows that well-structured rewards systems enhance employee engagement and reduce turnover. The growing emphasis on total reward strategies reflects a shift from purely financial packages to holistic offerings that address employee well-being and work-life balance (CIPD, 2021). Consequently, compensation and benefits not only attract talent but also strengthen employee commitment and organisational performance. 5.0 Employee Relations Employee relations (ER) concern the management of the employer–employee relationship and the resolution of workplace conflicts. Gomez-Mejia et al. (2016) note that positive employee relations foster trust, engagement, and loyalty. Employee relations practices often involve collective bargaining, grievance handling, and promoting organisational culture. Guest (2017) argues that a partnership approach to ER, which values employee voice and participation, improves organisational outcomes. Moreover, the modern ER landscape has expanded to address issues such as diversity and inclusion, employee well-being, and psychological safety. Such initiatives strengthen the psychological contract between employer and employee, ultimately enhancing morale and reducing disputes. 6.0 Workforce Planning Workforce planning is the process of anticipating future staffing needs and developing strategies to meet them. According to Deloitte (2017), effective workforce planning ensures that organisations maintain the right people, with the right skills, in the right roles, at the right time. This requires alignment between business objectives and talent strategies, alongside consideration of factors such as demographic shifts, technological advancements, and labour market trends. Collings et al. (2018) highlight that workforce planning is a core component of strategic HRM, enabling organisations to respond proactively to globalisation and digitalisation pressures. As organisations face uncertainties such as automation and global talent shortages, workforce planning has become increasingly crucial in ensuring sustainability and resilience. 7.0 Legal Compliance Legal compliance is a vital responsibility of HRM, covering adherence to employment law, health and safety regulations, and equality legislation. Mathis et al. (2017) stress that HR professionals must monitor evolving legal requirements to minimise legal risks and maintain fairness. In the UK, key legislation includes the Equality Act 2010, the Employment Rights Act 1996, and the Health and Safety at Work Act 1974. Non-compliance may result in fines, reputational damage, or legal disputes. Furthermore, legal compliance has expanded to include data protection under the General Data Protection Regulation (GDPR), reflecting the significance of safeguarding employee information (ICO, 2022). Thus, HRM ensures both ethical and legal governance in people management. 8.0 HR Metrics and Analytics HR metrics and analytics are increasingly used to measure and improve HR effectiveness. According to Rasmussen et al. (2018), HR analytics enables organisations to demonstrate the value of HR practices by linking them to business outcomes such as productivity, profitability, and turnover. Metrics may include employee turnover rates, cost-per-hire, and training ROI. Advances in big data and predictive analytics have empowered HR to move from descriptive to strategic analytics, enabling better decision-making (Minbaeva, 2018). The CIPD (2020) notes that data-driven HRM not only enhances evidence-based decision-making but also strengthens HR’s role as a strategic business partner. Human Resource Management encompasses a broad range of activities, from recruitment and training … Read more