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/]
Esmaeeli, B., Esmaeili Shandiz, E. & Shandiz, F. (2023). Feedback in Higher Education: An Overview of Reviews and Systematic Reviews. Medical Education Bulletin, 14(2), 45–59.
Henley, A.J. & DiGennaro Reed, F.D. (2015). Should you order the feedback sandwich? Efficacy of feedback sequence and timing. Journal of Organizational Behavior Management, 35(1–2), 1–21.
James, I. (2015). The rightful demise of the sh*t sandwich: Providing effective feedback. Behavioural and Cognitive Psychotherapy, 43(6), 737–748.
Jug, R., Jiang, X.S. & Bean, S.M. (2019). Giving and receiving effective feedback: A review article and how-to guide. Archives of Pathology & Laboratory Medicine, 143(2), 244–250.
Miles, M. (2022). Should you use the feedback sandwich? BetterUp Blog. [Available at: https://www.betterup.com/blog/feedback-sandwich]
Miftari, V., Lokaj, A.S. & Hajdari, V. (2023). Feedback techniques—Impact on communication. Human Research in Rehabilitation, 13(2), 54–65.
Orsini, C., Rodrigues, V. & Tricio, J. (2022). Common models and approaches for the clinical educator to plan effective feedback encounters. Journal of Educational Evaluation for Health Professions, 19, 1–10.
Ramani, S., Könings, K.D., Mann, K.V. & Pisarski, E.E. (2018). About politeness, face, and feedback: Exploring resident and faculty perceptions of institutional feedback culture. Academic Medicine, 93(9), 1348–1356.
Schartel, S.A. (2012). Giving feedback – An integral part of education. Best Practice & Research Clinical Anaesthesiology, 26(1), 77–87.
Tripathy, M. (2021). Constructive criticism: Creating positive behaviour at workplaces. Revista Gestão & Tecnologia, 21(3), 22–35.
