Transcript Slide 1

Giving & Receiving
Feedback
Rebecca Carmichael - Psychologist
Lee Oliver - Psychologist
People develop skills through:
•
•
•
•
learning relevant concepts
getting good quality feedback on performance
reflecting constructively on feedback
deciding to do something different in future to
improve performance
People will be inhibited from learning from
feedback if they:
• feel unsafe
• feel the need to defend themselves
• are unable to see how to apply the feedback to
improve performance
Two dimensions to feedback
Support
Challenge
Two dimensions to feedback
High Support
Low Challenge
High Challenge
Low Support
Two dimensions to feedback
High Support
Low Challenge
High Challenge
“Good, carry on,
seems to be
working”
Low Support
Two dimensions to feedback
High Support
Low Challenge
High Challenge
•In passing
•Nothing
•Unspecific
•Dismissive
Low Support
Two dimensions to feedback
High Support
“That was great,
you’re obviously
trying very hard”
Low Challenge
High Challenge
Low Support
Two dimensions to feedback
High Support
•Patronising
•General
•Safe
Low Challenge
High Challenge
Low Support
Two dimensions to feedback
High Support
Low Challenge
High Challenge
“Well that could
have been done
better – why did
you not focus more
early on”?
Low Support
Two dimensions to feedback
High Support
Low Challenge
High Challenge
•Critical
•Induces
defensiveness
•Paralysing
Low Support
Two dimensions to feedback
High Support
“A good effort, I
could see how you
were drawing the
feelings out – I
wonder if you got
to the crux of the
matter”?
Low Challenge
High Challenge
Low Support
Two dimensions to feedback
High Support
•Focused
•Attentive
•Threatening?
Low Challenge
High Challenge
Low Support
Good Effective Feedback
High Support
Low Challenge
High Challenge
Low Support
Good Effective Feedback
“The class became rowdy
because you moved too
quickly between activities”
High Support
Is descriptive NOT evaluative or judgemental
High Challenge
Good Effective Feedback
“The way you moved
quickly between activities
seemed to unsettle the class”
High Support
Is descriptive NOT evaluative or judgemental
High Challenge
Good Effective Feedback
“The example you used to
teach algebra was very
practical”.
High Support
Is specific rather than general
High Challenge
Good Effective Feedback
•Location
•Privacy
•Personality
•Mood
High Support
Takes into account the needs of the giver
and the receiver
High Challenge
Good Effective Feedback
Is directed towards behaviour the receiver
can do something about
High Support
High Challenge
Good Effective Feedback
High Support
Is solicited and welcomed not imposed
High Challenge
Good Effective Feedback
High Support
Is well timed
High Challenge
Good Effective Feedback
High Support
Includes checks to ensure clarity and
understanding
High Challenge
Good Effective Feedback
High Support
Feedback should refer to relevant
performance, behaviour or outcomes, not
the individual as a person. Distinguish the
behaviour from the person
High Challenge
Good Effective Feedback
High Support
Feedback should avoid emotion-raising,
“loaded” terms (this generates
defensiveness)
High Challenge
Receiving Feedback with Skill
• Practice reflective listening
• Do not get defensive - make a mental note of
disagreements
• Paraphrase what you hear to check your
perception and your assumptions
• Ask questions for clarification and for examples
where you are unsure
Receiving Feedback with Skill
• Show appreciation (thank you) and respect for
the person who has been kind enough to offer
feedback
• Carefully evaluate the accuracy and potential
value of what you have heard
Receiving Feedback with Skill
• Gather additional objective information from
other peoples reactions
• Do not overreact to feedback, but modify your
behaviours as suggested and watch the results
Exercise
Ten Tips for Giving Feedback
1. Present perceptions, reactions and opinions as
such, not as facts.
2. Feedback should refer to relevant performance,
behaviour or outcomes, not to the individual as a
person. Distinguish the behaviour from the person.
3. Feedback should be in terms of specific, observable
behaviour (not general or global)
4. When feedback must be evaluative rather than
descriptive, it should be in terms of established
criteria.
Ten Tips for Giving Feedback
5. Feedback about performance should provide
examples of what are “high” and “low” areas of that
performance, as well as specific behaviours, which
appear to be contributing ot or limiting effectiveness.
6. In discussing problem areas where there are
established procedures or solutions, suggestions
should be given on means to improve performance.
7. Feedback should avoid emotion-raising, “loaded”
terms (this generates defensiveness)
Ten Tips for Giving Feedback
8. Feedback should deal with things, which the
individual can control.
9. When encountering emotional reactions or defences,
these should be dealt with as such, rather than
arguing or trying to convince by logic of facts.
10. Feedback should be given in a way to show
acceptance of the receiver as a worthwhile person
and as someone who has the right to be different.
The ‘Yes and’ Principle
• The Art of BUT Listening
– The word “BUT” acts to negate whatever it follows,
so when used in reply to an idea, as “yes, but…” it
relays a message that we disagree with the idea,
and the word ‘yes’ is meaningless.
• Compare these two phrases:
– ‘Thanks for your idea, but let me tell you about…’
– ‘Thanks for your idea, and let me tell you about..”
The ‘Yes and’ Principle
• BUT – disconnects, demolishes and creates
spikes.
• AND – connects, builds and creates flow.
Fundamentally it is about your ability to
acknowledge the validity of an expressed
opinion.
Pendleton’s ‘Rules’
(Pendleton D, Schofield T, Tate P, Havelock P. The New Consultation. Oxford
University, 2004.)
A Model for Giving and Receiving
Feedback
•
•
•
•
•
•
The learner goes first and performs the activity
Questions then allowed only on points of clarification
of fact
The learner then says what they thought was done
well
The teacher then says what they thought was done
well
The learner then says what was not done so well,
and could be improved upon
The teacher then says what was not done so well
and suggests ways for improvements, with
discussion in a helpful and constructive manner
Three Stage Model for
Giving & Receiving Feedback
• What’s gone well?
– If you start with something positive you gain their
interest – they are less likely to be defensive
• What could be improved? Look forward not
back.
– Concentrate on what there is to learn from the situation,
how to avoid unwanted situations arising again.
– “Should have’s” induce feelings of guilt and sap energy,
and inhibit learning from feedback.
• What specifically could we do differently in
future?
– Produce an action plan, identify next steps. Agree in
detail who will do what differently in future.
Observation versus deduction
• Separate behaviour and interpretation
• Make interpretations tentative
• I noticed at this stage that you moved more in your
seat, and your face became red, I wondered if you
might be embarrassed?
• I saw you look at your watch and thought you might
be bored
• I saw him talking with his hand over his mouth and
wondered if he was lying
Phrases that show acceptance:
•
•
•
•
“I like the way you handled that.”
“I like the way you tackle a problem.”
“I am glad you are pleased with it.”
“Since you are not satisfied, what do you
think you can do so that you will be pleased?”
• It looks as if you enjoyed that.”
• How do you feel about it?”
Phrases that show confidence:
• “Because of what I know about you, I am
sure you will do fine.”
• “You’ll make it!”
• “I have confidence in your judgement.”
• “That’s a tough one and I am sure you will
work it out.”
Phrases that focus on contributions,
assets and appreciation:
• “Thank you that helped a lot.”
• “It was thoughtful of you to...”
• “Thanks, I really appreciate..., it makes my job
that much easier.”
• “I need your help on...”
• “I really enjoyed today. Thank you.”
Phrases that recognise effort and
improvement:
• “You have skill in... Would you consider showing
others how to...”
• “It looks as if you really worked hard on that.”
• “From your results, you must have spent a lot of time
thinking that through.”
• “I see that you are moving right along with your
project.”
• “You may not have reached the goal you set for
yourself, but look how far you have come.” (Be
specific as you identify how).
www.lewisandlewis.com.au