Giving Feedback and Effective Learning
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Transcript Giving Feedback and Effective Learning
Catherine Striley, PhD, MSW, MPE
Research Assistant Professor, Department of
Psychiatry
Introduction
Mentoring may be one of the most effective learning
techniques
Mentors can help the mentee use the experiential
learning process, encourage peer-to-peer learning, and
can provide helpful feedback
Helpful feedback is given using a positive, open style
Shows respect, interest, clear desire to help
The content of helpful feedback is specific,
descriptive“I” messages
Overview
Mentoring and Effective
Learning
Exercise
Providing Feedback
Exercises
Discussion
Learning Roles of the Mentor
Advising
Sharing knowledge
Tutoring on performance,
Being the master to the apprentice,
Providing information and opportunities, and
Modeling appropriate scientific behavior (National
Academy of Sciences 1997)
The other mentoring roles are more supportive and
relational
But, these roles are part of what makes the learning
effective, so don’t forget them!
Effective Learning: Review
Systematic review of the literature conducted by
Steinert et al. Medical Teacher 2006, 28,60:497-526
Use experimental learning
Experience, reflect, theorize, experiment (Kolb, 1984)
Provide feedback
Use effective peer and colleague relationships
Use a diversity of methods to intervene
Effective Learning
Mentoring is a learner-centered process (Zachary 2000)
Allows the mentee to learn through observation, action,
reflection and dialogue (Schon 1987)
“Learning is the process whereby knowledge is created
through the transformation of experience.”
Learning by action, then reflection
Holistic
Requires the learner take responsibility and
accountability
Schön, D. (1983) The Reflective Practitioner, New York: Basic Books
Kolb, D. (1984) Experiential Learning, New Jersey: Prentice Hall, Inc.
Experiential Learning
Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning; in
C. Cooper (ed.) Theories of Group Process, London: John Wiley.
Effective Mentoring
“Setting clear expectations,
Regularly assessing their student’s understanding,
Fostering independence, and
Asking colleagues for advice when confronted with a
challenge in mentoring” (Pfund et al. 2006).
Start with an Agreement/Plan I
Association of American Medical Colleges Compact
http://www.aamc.org/research/postdoccompact/postdocco
mpact.pdf
Expectations of the mentor
Develop the skills needed to promote the career of the mentee.
Mutually agreed upon set of expectations and goals are in place at
the outset
Relationship based on trust and mutual respect.
Start with an Agreement/Plan II
Expectations of the mentor
Promote all ethical standards for conducting research
Provide sufficient opportunities to acquire the skills
necessary to become an expert
Provide guidance and mentoring, and will seek the
assistance of other faculty and departmental/institutional
resources when necessary
Encourage networking and interaction with fellow scientists
Ensure appropriate credit
Assist in exploring appropriate career options
Commit to being a supportive colleague as they transition
Agreement/Plan Gives
Assessment Tool
Regular, periodic assessment of where the person is
Really providing the opportunity for them to assess,
reflect, and set new goals
Encourage Peer-to-Peer Learning
Writing groups
Mentoring groups
Lab-based groups
Brown-bags
Exercise
1
Milton comes into your office and asks if you have time
to meet with him. He then reveals that an article he
submitted has been rejected for publication, and tells
you that he thinks the comments were personal and
hateful. He believes that he should turn the article
around to another journal immediately because the
reviewers weren’t fair.
What would you want Milton to learn from this
experience?
How can you facilitate Milton learning this lesson?
What Kind of Feedback
do You Give?
Feedback diagnostic test
http://www.mgt-
online.com/begin/giving_receiving_feedback/section1
/sect1a.phtml
Ineffective/Negative Delivery
Attacking
Indirect
Insensitive
Disrespectful
Judgmental
Too general
Poor timing.
Impulsive
Selfish
OUCH!
http://www.selfhelpmagazine.com/articles/growth/feedback.html
Effective/Positive Delivery
Supportive
Direct
Sensitive
Considerate
Descriptive
Specific
Healthy timing
Thoughtful
Impulsive
Helpful
http://www.selfhelpmagazine.com/articles/growth/feedback.html
Negative/Closed Style
Defensive
Attacking
Denies
Devalues
Invulnerable
Rationalizes
Patronizing
Superficial
GIVER AND RECEIVED CAN BE CLOSED
http://www.selfhelpmagazine.com/articles/growth/feedback.html
Exercise 2
Describe a time when you gave up pursuing some
activity or goal.
Did any negative feedback influence your decision?
Describe a time when you wanted to give up, but
didn’t.
Did anyone give you helpful feedback?
Did anyone encourage you? What did this look like?
Sound like?
Positive/Open Style
Open and vulnerable
Responsive and accepting
Respectful
Engaged
Thoughtful
Interested
Adapted from
http://www.selfhelpmagazine.com/articles/growth/feedback.html
Exercise 3
You are in the final stage of a grant application due
tomorrow and expect Angini, your mentee, to have the
background section completed. You believe you
provided clear instruction to her and helped get her
started.
Angini brings you the section in bullet form, but the
points are tangential and do not help build the case for
your proposal.
Dividing into pairs, one of you play the role of Angini,
the other the mentor.
Summary
Mentoring itself can be an effective learning
technique, using the experiential learning process,
providing feedback, and encouraging peer-to-peer
learning
Helpful feedback is given using a positive, open style
Helpful feedback is always supportive and respectful,
even while it is challenging
Attacking a person, rather than an issue, is a sure way
to ruin a relationship
More Information
Lots of wonderful resources are available!
The Elements of Mentoring by W. Brad Johnson and
Charles R. Ridley
Effective Coaching: Lesson’s from the Coach’s Coach by
Myles Downey
The Mentor’s Guide: Facilitating Effective Learning
Relationships by Lois J. Zachary
Power Mentoring by Ellen Ensher and Susan Murphy
Mentoring: How to Develop Successful Mentor
Behaviors by Gordon F. Shea