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Workshop 3

LeapForward Training Emotional and relational aspects of Workplace Feedback. Workshop 3. LeapForward Learning for Practice: Feedforward for effective transition to the workplace. LeapForward Training: Workshop Map. Workshop 1. Workshop 2. Workshop 3. Understanding Feedback.

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Workshop 3

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  1. LeapForward Training Emotional and relational aspects of Workplace Feedback Workshop 3 LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  2. LeapForward Training: Workshop Map Workshop 1 Workshop 2 Workshop 3 Understanding Feedback Practicalities of Workplace Feedback Emotional & relational aspects of feedback Taking Action

  3. Learning outcomes • Review key learning points from workshops 1 & 2 • Identify the emotional and relational aspects of the workplace feedback process and describe effective feedback-seeking behaviours and strategies • Describe the importance of reflection in the feedback process • Identify the emotional and relational challenges associated with written feedback processes • Use Hattie and Timperley's feedback model to provide written feedback comments on a peer's work

  4. What sort of feedback seeker are you? • Learning goal orientation • A desire to learn new skills, master new activities, understand new things • Growth mindset • Performance goal orientation • Winning positive judgements of your competence and avoiding negative ones • Fixed mindset NB You can train yourself to develop a learning goal orientation (growth mindset)! Dweck (2000) in Self theories: their role in motivation, personality and development

  5. Why do students not always like feedback? • Triggers that block feedback • Truth triggers – the feedback is wrong, unfair, unhelpful, “blind spots” • Relationship triggers – I can’t hear this feedback from you • Identity triggers – the feedback is threatening and I’m off balance Stone and Heen (2015) Thanks for the Feedback

  6. Feedback is an emotional process and it seems like in certain formal ways of getting feedback, we remove the emotionality from the process itself, or we just undervalue it, and it’s not simplistic STUDENT I guess the very idea of reflecting is really personal and if you personally feel like it was great and you want to put a smiley face, then I guess that’s like you should be able to STUDENT Emotional needs of students are important It’s very easy to suddenly feel really like overwhelmed whereas…if you’re the sort of person whose able to brush it off and think actually no, I’m doing okay…. That’s all I can do then you can cope with fine but if you’re constantly kind of questioning you’re abilities, it’s a bit like yes it can be a bit difficult STUDENT Like a nice chat with a clinician and you get to know them as well, so I like that when they sit down but some people are like um god it’s way too like stressful STUDENT LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  7. I think what I’ve always found more interesting and useful is like a discussion like a really open, honest one STUDENT For me, the key to it is building some sort of relationship with the individual and it’s very difficult to give some people feedback until they’re comfortable with you and you’re comfortable with them and that’s the difficult thing to do STAFF Relationships are important to good feedback: trust, honesty, openness Where there’s been an honest and open relationship with the [supervisor], so that they can be honest and open about how the students functioned in that placement and what the areas to develop are STUDENT LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  8. I think there’s always something to help them with or help them to move on with in some waySTAFF I like it when they feel that I’ve kept them buoyed up and not sort of losing themSTAFF Practitioner as ‘life long learner’ and coach is important for role modelling I see that role as being that funnel for feedback especially when it’s good but also when it’s bad to make sure that it’s not just a natter behind the person’s back but actually that information gets fed back to them in a constructive fashion and that will modify their behaviour in the future STAFF LeapForward Learning for Practice: Feedforward for effective transition to the workplace

  9. Activity 1: Evaluate feedback examples • Review and evaluate the background information and comments on participant activity sheet for Activity 1 • Discuss why these sentences may have triggered an unhelpful emotional response • How could they have been rephrased?

  10. Strategy for written feedback… • E.g. to commend, to consider • Paying attention to tone & language

  11. Activity 2: Written feedback Work in pairs; label yourselves A and B • Each pair (don’t start yet!) • Draw a recognisable example of a xxxx • Use shading and/or colour to enhance your drawing Review the work when complete and provide written feedback • You will have 1 minute for your drawing • You will then have 2 minutes to give some written feedback • You will then have 1 minute to note your plan for next time

  12. Learning outcomes • Review key learning points from workshops 1 & 2 • Identify the emotional and relational aspects of the workplace feedback process and describe effective feedback-seeking behaviours and strategies • Describe the importance of reflection in the feedback process • Identify the emotional and relational challenges associated with written feedback processes

  13. Summary & close • One take home message • Attendance/sign-in arrangements • Workshop feedback form • Thank you!

  14. References and resources • Boud, D. & Molloy, E., Eds (2013) Feedback in higher and professional education: understanding it & doing it well New York: Routledge • Hattie and Timperley (2007) The Power of Feedback. Review of Educational Research 77, 81-112 • Dweck, C. (2012) Mindset:How you can fulfil your potential. Robinson, London. • Dweck, C. (2006). Mindset : The new psychology of success. Random House, New York • Dweck, C. (2000) Self theories: their role in motivation, personality and development Psychology Press, Hove • Stone, D. and Heen, S. (2015) Thanks for the Feedback, Penguin LeapForward project Resource Toolkit: We have developed a resource toolkit containing a summary of key theoretical frameworks, practical aides, guidelines, and models. This resource is intended to supplement the LeapForward training packages, and is available for staff to consult to support feedback and feedforward activities and practices

  15. PARTICIPANT ACTIVITY SHEETS

  16. Participant Activity Sheet • Activity 1 A student emails the Unit lead to say that they have been upset by feedback received on a rotation. They feel it is unwarranted, and are concerned that the staff member has mixed them up with another student. You discuss the feedback with the staff; the whole team were involved in writing the feedback and are happy that it relates to the correct student. • On meeting with the student, it turns out that there were family circumstances that meant she was a little distracted during the week, although she didn’t think it had outwardly impacted on her work. • The sentences below were the ones that particularly upset her. 1. Discuss why these sentences may have triggered an unhelpful emotional response 2. How could they have been rephrased?

  17. Participant Activity Sheet Activity 1: Debrief • Consider the role of emotions in the feedback process – what part do they play? • How would you feel if you received this feedback? • What could help support the student to participate effectively in the feedback process?

  18. Participant Activity Sheet Activity 2: Written feedback Work in pairs; label yourselves A and B Each pair (don’t start yet!) • Draw a recognisable example of a xxxx • Use shading and/or colour to enhance your drawing Review the work when complete and provide written feedback • You will have 1 minute for your drawing • You will then have 2 minutes to give some written feedback • You will then have 1 minute to note your plan for next time

  19. Participant Activity Sheet • Activity 2: Debrief • Consider your feedback from your “tutor” • How was that experience and how did you feel…… • As tutor, giving feedback? • As artist, receiving feedback?

  20. Participant Activity Sheet Your reflections/thoughts on challenges of workplace feedback

  21. FACILITATORS NOTES

  22. Facilitators notes: Activity 1 • Activity 1 A student emails the Unit lead to say that they have been upset by feedback received on a rotation. They feel it is unwarranted, and are concerned that the staff member has mixed them up with another student. You discuss the feedback with the staff; the whole team were involved in writing the feedback and are happy that it relates to the correct student. • On meeting with the student, it turns out that there were family circumstances that meant she was a little distracted during the week, although she didn’t think it had outwardly impacted on her work. • The sentences below were the ones that particularly upset her. 1. Discuss why these sentences may have triggered an unhelpful emotional response 2. How could they have been rephrased?

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