Giving

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Giving ReceivingFeedback
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Rebecca Carmichael - PsychologistLee Oliver -
Psychologist
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• 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

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• 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

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Two dimensions to feedback
Support
Challenge
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Two dimensions to feedback
High Support
High Challenge
Low Challenge
Low Support
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Two dimensions to feedback
High Support
High Challenge
Low Challenge
Good, carry on, seems to be working
Low Support
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Two dimensions to feedback
High Support
High Challenge
Low Challenge

• In passing
• Nothing
• Unspecific
• Dismissive

Low Support
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Two dimensions to feedback
High Support
That was great, youre obviously trying very
hard
High Challenge
Low Challenge
Low Support
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Two dimensions to feedback
High Support

• Patronising
• General
• Safe

High Challenge
Low Challenge
Low Support
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Two dimensions to feedback
High Support
High Challenge
Low Challenge
Well that could have been done better why did
you not focus more early on?
Low Support
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Two dimensions to feedback
High Support
High Challenge
Low Challenge

• Critical
• Induces defensiveness
• Paralysing

Low Support
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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?
High Challenge
Low Challenge
Low Support
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Two dimensions to feedback
High Support

• Focused
• Attentive
• Threatening?

High Challenge
Low Challenge
Low Support
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Good Effective Feedback
High Support
High Challenge
Low Challenge
Low Support
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Good Effective Feedback
?The class became rowdy because you moved too
quickly between activities
Is descriptive NOT evaluative or judgemental
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Good Effective Feedback
?The way you moved quickly between activities
seemed to unsettle the class
Is descriptive NOT evaluative or judgemental
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Good Effective Feedback
The example you used to teach algebra was very
practical.
Is specific rather than general
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Good Effective Feedback

• Location
• Privacy
• Personality
• Mood

Takes into account the needs of the giver and the
receiver
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Good Effective Feedback
Is directed towards behaviour the receiver can do
something about
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Good Effective Feedback
Is solicited and welcomed not imposed
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Good Effective Feedback
Is well timed
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Good Effective Feedback
Includes checks to ensure clarity and
understanding
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Good Effective Feedback
Feedback should refer to relevant performance,
behaviour or outcomes, not the individual as a
person. Distinguish the behaviour from the person
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Good Effective Feedback
Feedback should avoid emotion-raising, loaded
terms (this generates defensiveness)
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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

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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

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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

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Exercise
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Ten Tips for Giving Feedback

• Present perceptions, reactions and opinions as
  such, not as facts.
• Feedback should refer to relevant performance,
  behaviour or outcomes, not to the individual as a
  person. Distinguish the behaviour from the
  person.
• Feedback should be in terms of specific,
  observable behaviour (not general or global)
• When feedback must be evaluative rather than
  descriptive, it should be in terms of established
  criteria.

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Ten Tips for Giving Feedback

• 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.
• In discussing problem areas where there are
  established procedures or solutions, suggestions
  should be given on means to improve performance.
• Feedback should avoid emotion-raising, loaded
  terms (this generates defensiveness)

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Ten Tips for Giving Feedback

• Feedback should deal with things, which the
  individual can control.
• When encountering emotional reactions or
  defences, these should be dealt with as such,
  rather than arguing or trying to convince by
  logic of facts.
• 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.

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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..

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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.

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Pendletons 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

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Three Stage Model for Giving Receiving Feedback

• Whats 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 haves 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.

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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

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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?

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Phrases that show confidence

• Because of what I know about you, I am sure you
  will do fine.
• Youll make it!
• I have confidence in your judgement.
• Thats a tough one and I am sure you will work
  it out.

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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.

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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).

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