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Giving Feedback and Effective Learning

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

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Giving Feedback and Effective Learning

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  1. Giving Feedback and Effective Learning Catherine Striley, PhD, MSW, MPE Research Assistant Professor, Department of Psychiatry

  2. 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

  3. Overview • Mentoring and Effective Learning • Exercise • Providing Feedback • Exercises • Discussion

  4. 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!

  5. 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

  6. 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.

  7. 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.

  8. 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).

  9. Start with an Agreement/Plan I • Association of American Medical Colleges Compact • http://www.aamc.org/research/postdoccompact/postdoccompact.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.

  10. 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

  11. 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

  12. Encourage Peer-to-Peer Learning • Writing groups • Mentoring groups • Lab-based groups • Brown-bags

  13. 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?

  14. What Kind of Feedback do You Give? • Feedback diagnostic test • http://www.mgt-online.com/begin/giving_receiving_feedback/section1/sect1a.phtml

  15. Ineffective/Negative Delivery • Attacking • Indirect • Insensitive • Disrespectful • Judgmental • Too general • Poor timing. • Impulsive • Selfish OUCH! http://www.selfhelpmagazine.com/articles/growth/feedback.html

  16. Effective/Positive Delivery • Supportive • Direct • Sensitive • Considerate • Descriptive • Specific • Healthy timing • Thoughtful • Impulsive • Helpful http://www.selfhelpmagazine.com/articles/growth/feedback.html

  17. 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

  18. 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?

  19. Positive/Open Style • Open and vulnerable • Responsive and accepting • Respectful • Engaged • Thoughtful • Interested Adapted from http://www.selfhelpmagazine.com/articles/growth/feedback.html

  20. 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.

  21. 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

  22. 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

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