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 The give and take of critique By Trey Reckling SCAD is in the business of preparing talented students for careers. One of the skills students are encouraged to implement early in their studies is critique. Shy students are taught to be more outspoken, and some of those who are already outspoken are urged to be more diplomatic. Critique can be a challenging skill to acquire and even tougher to master. However, professors continue to encourage critique because it helps develop critical thought, and the feedback to a peer can provide insight into the creation of a better composition. Should it be any surprise, then, when students use these very skills to critique their institution? In their efforts to be more independent and to be discriminating consumers, students naturally make a concerted effort to let their insight be known. TARP Inc., a company specializing in the measurement of customer satisfaction and loyalty, has found through research on more than 1,000 companies that “on average, 50 percent of consumers and 25 percent of business customers who have problems never complain to anyone.” Customers -- in the case of SCAD, students or parents -- who do complain or offer suggestions give the institution the opportunity to address the issue. They have, in effect, given the gift of insight. The college actively seeks this insight and critique from students through various means, including the annual Noel-Levitz satisfaction surveys, online chats and open-door days with President Paula S. Wallace, “Tell me what’s on your mind …” comment cards and the United Student Forum. Some students choose to deliver their feedback more directly. Personal, face-to-face feedback can be the most helpful yet the toughest to receive. During these times, active listening comes into play. Just as students are encouraged to use critique skills, those who work at the college should practice and be prepared to use active listening skills to receive information. That is the connection. If staff and faculty can listen, ask for clarification, follow up with students and not take the critique personally, the college can go a long way toward further increasing our customers’ satisfaction. Some students will first approach someone else at the school for coaching on how to best proceed with a concern. Because of an emotional connection to the issue, some may be less than diplomatic in delivery. In our role as educators, we can help these students organize their thoughts and deliver their messages in the most effective way. SCAD’s vibrancy is due in large part to people who have offered feedback to help it become what it is today. The work of being a pioneer institution is never complete. The college continues to grow and change. Both people who offer critique and those who respond to it are helping SCAD become the even better composition of tomorrow. Reckling is the college’s ombudsman. |
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