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
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.
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)
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.
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..”
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
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 andthought you might be bored
I saw him talking with his hand over his mouth andwondered if he was lying
“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?”
“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.”
“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.”
“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).