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Giving feedback

Giving feedback. Eric Bater Trainers’ group 7 th December 2010. Personal aims for workshop. Principles of feedback. Relating to purpose of feedback Relating to substance of feedback Relating to the practicalities of feedback. Section 1. Purpose of feedback. Blindfold exercise.

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Giving feedback

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  1. Giving feedback Eric Bater Trainers’ group 7th December 2010

  2. Personal aims for workshop

  3. Principles of feedback • Relating to purpose of feedback • Relating to substance of feedback • Relating to the practicalities of feedback

  4. Section 1 Purpose of feedback

  5. Blindfold exercise

  6. The blindfold game If we don’t give feedback what is the learner gaining (or assuming)? Failing to give feedback sends false messages, and can lead to a lack of trust in the teacher.

  7. ‘Oh wad some Pow’r the giftie gie us To see oursels as others see us! It wad fre mony a blunder free us And foolish notion Robert Burns 1786

  8. The Johari Window

  9. So, what is feedback? Feedback is structured information that one person offers to another, about the impact of their actions or behaviour

  10. Why give feedback? • Influence someone to change • Recognise and reward • Improve quality of work • Build and maintain relationships • Clarify expectations • Influence motivation • Manage performance

  11. Why give feedback? • Helps learners to maximise their potential at different stages of training • Raises awareness of strengths and areas for improvement • Identifies actions to be taken to improve performance

  12. ......Or as the man said ‘Without feedback, mistakes go uncorrected, good performance is not reinforced, and clinical competence is achieved empirically, if at all’ Jack Ende ‘Feedback in Clinical Medical education’ JAMA 1983

  13. Party time

  14. Linking feedback to the learning processThe Kolb cycle 1984

  15. Hill 2007 ‘Feedback plays an important role in helping learners move round the cycle. For example feedback supports the process of reflection and the consideration of new or more in-depth theory. Through negotiation it can help the learner plan productively for their next learning experience’ For that we need an understanding of :- Where is the learner in terms of their learning, level reached, past experience, goals and understanding of learning needs’ Learning goals in terms of knowledge, technical skills and attitudes

  16. The Pygmalion effect Might our expectations as teachers affect the performance of our learners?

  17. ‘The Pygmalion effect’ ‘I shall always be a flower girl to Professor Higgins because he treats me as a flower girl..But I know I can be a lady to you because you always treat me as a lady, and always will’

  18. ‘Pygmalion in the classroom’Rosenthal and Jacobson 1992’ Students whom their teachers believed to be high performers achieved higher increase in IQ scores after 1 year than pupils whom teachers believed to be lower performers. The ‘selection’ test was random.

  19. Treat a man as he is and he will remain as he is. Treat a man as he can and should be and he will become as he can and should be. Johan Wolfgang Van Goethe

  20. Section 2 Substance of feedback

  21. So, what are our sources of evidence?

  22. RCGP competence areas • Relationships • Diagnostics • Management • Professionalism

  23. Feedback should be......

  24. And here’s one I made earlier

  25. Principles of effective feedback (1) • Descriptive • Specific • Focussing on behaviours • It should be for the learner’s benefit • Sharing information rather than giving advice • Limited to the amount the learner can use, not the amount you want to give • Solicited rather than imposed • Feedback only about something which can be changed

  26. Principles of effective feedback (II) 9. Feedback should be timely and regular 10. Focus on the positive • Give feedback privately (especially negative feedback) • Linked to learner’s overall professional development • Stay in the ‘here and now’ • Use ‘I’ and give your experience of the behaviour

  27. Principles of effective feedback (III) 15. When giving negative feedback suggest alternative behaviours 16. Give suggestions rather than prescriptions 17. Be sensitive to the impact of your message 18. Congruence between verbal and non-verbal messages 19. Balanced 20. Encouraging reflection 21. Clear and direct

  28. Principle 1It should be descriptive Giving an accurate description of the behaviour you are talking about Avoiding ‘judging’ or ‘labelling’

  29. Principle 2.It should be specific Be clear about what aspect of performance or behaviour you want to talk about Not generalised.

  30. Principle 3.Performance focussed Concentration on the things that can be changed, linking feedback to the task or role. Not person focused (personality, character, attitude, or things the person cannot change)

  31. Principle 4Feedback should be for the learner’s benefit

  32. Principle 5Feedback should be sharing information Not giving of advice

  33. Principle 6Don’t overload Identify two or three key messages that you summarise at the end

  34. Principle 7.Feedback should be offered Signal that you would like to give some feedback, and why you want to give it – wait for the person to accept the offer Not imposed

  35. Principle 8Give feedback only about something that can be changed

  36. Principle 9Feedback should be timely and regular Talk at the appropriate moment soon after the incident. Offer feedback often. Frequent feedback gives more practice. Not rare, after incident is ‘stale’, not ‘batched’.

  37. Principle 10Focus on the positive

  38. Principle 11Give feedback privately Especially more negative feedback

  39. Principle 12Feedback should be given as part of a communication process Used as part of a ‘developmental dialogue’ Using skills such as rapport, developing respect, and trust with the learner

  40. Principle 13Stay in the ‘here and now’ Don’t bring up old concerns and previous mistakes unless this is to highlight a pattern of behaviours

  41. Principle 14.Feedback should be owned Speak for yourself – showing the words and feelings are your own Not side-stepped, mixing your thoughts and feelings with those of other people

  42. Principle 15Solution-focused Show willingness to give ideas about how the person can tackle the issues raised. Not focusing on the problem and its potential outcome.

  43. Principle 16Offer suggestions Rather than giving ‘prescriptions’

  44. Principle 17Show sensitivity Be sensitive to the impact of your message Feedback is for the recipient, not the giver

  45. Principle18There should be congruence between verbal and non-verbal messages

  46. Principle 19Feedback should be balanced Include a positive message to balance points about less effective behaviour Not one-sided

  47. Principle 20Encourage reflection ‘Did it go as planned? How did you feel the patient felt? What have you learned? What would you differently next time?

  48. Principle 21Be clear and direct Use plain clear language Be brief and to the point Poor feedback leaves the recipient in doubt about what was meant

  49. Section 3 Practicalities of giving feedback

  50. The old feedback sandwich Praise Criticism Praise

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