GIVING AND RECEIVING FEEDBACK

ByPrajakta Basu

Feedback Situations

WHAT IS FEEDBACK?

•Feedback is probably the best-tested principle inpsychology. [It is] ... Most effective when it is timely,perceived as relevant, meaningful and encouraging, andoffers suggestions for improvement that are within areceiver’s grasp (Brown, Bull, & Pendlebury, 1997).

• In its most basic form, feedback is an information. Afeedback system, in the context of Performancetechnology, is a means of communication wherebythe performer, whether it is an individual or agroup, receives information that guides their futureactions, in order to achieve a desired outcome.

THE PYGMALION EFFECT

SELF ASSESSMENT…GIVING & RECEIVING FEEDBACK

For each statement, check “rarely,” “sometimes,” or “often” to indicate how consistently you use the

described behavior in the workplace.

ASSESSMENT TIME

SCORING

If you answered most of the questions with “often,” your skills for giving useful feedback and receiving feedback effectively are well

developed.

If you answered a number of questions with “rarely” or “sometimes,” you are one of several and your feedback skills could

probably use further development.

COMPONENTS OF FEEDBACK• "Improper guidance and feedback are the single largest

contributors to incompetence in the world of work, and a principal culprit at school". -- (Gilbert, 1978, p. 91)

LET’S PLAY

DIVIDE THE GROUP IN TEAMS OF TWO

TEAM A TEAM B

INSTRUCTIONS•In the pairs one of the participants is assigned the letter name A and the other is assigned the letter name B.

•The seating for this game are pairs of chairs that are placed around the room giving the participants the room to spread out. The chairs have their back to each other. So when participants are seated they will have their backs to each other.

•All the 'A's in this training game are given the figure on a paper.

•The 'B's in this game are given an empty sheet of paper and a pen or a pencil.

•The 'A's are expected to communicate to 'B' the figure in their hands so that the 'B's are able to draw an exact replica on the sheet given to them.

REFLECTION TIME

•

• THE EUREKA EXPERIENCE

• FOR ME …………….

FEEDBACK IS AN OCCASSION• To express appreciation

• To encourage dialogue

• To share information

• To guide reflection

• To clarify expectations

• To advise

• To explore new directions

• To mentor

• To identify emerging leaders

• To promote excellence

• To jointly plan for future

ARE WE DIFFERENT FROM OUR STUDENTS?Feedback is...

FOR STUDENTS

• Part of the learning process

• Based on learning objectives

• Appropriate learning environment & opportunities

• Objective

• Timely

FOR FACULTIES

• Part of the academic and career developmental process

• Based on clear expectations

• Appropriate academic environment and opportunities

• Objective

• Timely

ARE WE DIFFERENT FROM OUR STUDENTS?Feedback is...

• Valued by the learner/ faculty

• Positive & reinforcing feedback is easy to give (and receive)

• Corrective and constructive feedback is harder to give (and receive)

• Continuum between formative and summative

• Due process is important

TYPES OF FEEDBACK

•Formative

•Summative

•Positive and reinforcing

•Corrective and constructive

EFFECTIVE FEEDBACK: GENERAL GUIDELINES

• Should be viewed as a “normal” component of faculty life: expected and routine

• Performance criteria should be clear- goal directed

• Specific behaviors and aspects of performance – focuses on acts not attitudes

• Non judgmental language (Use “I” statements)

• Limited in quantity

• Bi-directional dialogue rather than Chair/Chief-led transmission of information only

• Includes plans for future change

THE CRAIN MODEL OF CONSTRUCTIVE FEEDBACK

• Context (Individualized)

• Review (Common understanding)

• Action (Performance)

• Impact (Positive or negative)

• Next steps (Action Plan)

THE DOS OF GIVING EFFECTIVE FEEDBACK

Plan ahead

Come prepared

Ensure the recipient comes prepared

Use objective information

Be specific

Be timely and regular

Commit to regulated honesty

Accept to receive feedback

Ensure privacy

Take the necessary time

Do a lot of listening (80-20)

Develop future goals and plans collaboratively

Be concrete and specific

Ensure expectations are clear and understood

Value and reinforce the relationship

Document the process

THE DOS OF GIVING EFFECTIVE FEEDBACK

THE DON'TS OF GIVING EFFECTIVE FEEDBACK

Don’t impose your views

Don’t focus only on problems

Don’t focus on personality issues

Don’t include sarcasm or anger

Don’t avoid the difficult situations

Don’t give mixed messages (but...)

Don’t give a long rambling monlogue!

WAYS TO GIVE FEEDBACK AND MANAGE YOUR WORK

Co-opt other to give feedback

Have students assess themselves

• What I have been doing?

• How I have been doing?

•How could I improve my approach?

Have students provide feedback for each other

Write a short report for whole group of students

Provide feedback on selected assignment

Design and use assessment charts

Rules for Receiving Feedback

Listen carefully to what is being said

People should be receptive to feedback and see it as helpful.

Don’t reject it!

Accept positive feedback…don’t reject it! Accept negative feedback...don’t reject it!

Avoid arguing or being defensive.

Ask questions to clarify fully and seek examples is useful.

Acknowledge the giver of feedback and show his or her appreciation. The feedback may not have been easy to give.

Involve mutual good will

receiver should feel that the giver isn’t their enemy

giver needs to want to help receiver develop

7 Things To Remember About Classroom Feedback

• Feedback is not advice, praise or evaluation. Feedbackis information about how we are doing in our efforts to reach agoal.

• If students know the classroom is a safe place to make mistakes,they are more likely to use feedback for learning.

• The feedback students give teachers can be more powerful thanthe feedback teachers give students.

• When we give a grade as a part of feedback, students often don’tsee past the grade.

7 Things To Remember About Classroom Feedback

• Effective feedback occurs during the learning, when there isstill time to act on it.

• Most of the feedback that students receive about theirclassroom work is from other students – and most of thatfeedback is wrong.

• Students need to know their learning target – the specificskill they’re supposed to learn – or else feedback is justsomeone telling them what to do.

THANK YOU!!!