Effective Feedback Techniques for Trainers

1. Training Trainers and EducatorsUnit 4 – Giving Feedback Aim • Provide the opportunity to develop feedback skills Learning outcomes • List the principles to be considered when giving feedback • Apply effective feedback skills in the context of their own practice

2. Feedback as part of assessment of learning Feedback as Formative evaluation Provides information during learning to measure progress towards a goal and identify areas for improvement. Assessment as Summative evaluation End of learning to measure individual attainment against a specific learning goal. In reality there can be an overlap Adapted from Duffy et al 2004, Van der Vleuten and Schuwirth 2005

3. Subtle Feedback “Your work is both good and original.” “Unfortunately the bit that is good is not original and the bit that is original is not good.” Anonymous

4. The seven principles of good feedback practice (HEA 2004) • Facilitates the development of self-assessment (reflection) in learning • Encourages teacher and peer dialogue around learning •  Helps clarify what good performance is (goals, criteria, standards expected) •  Provides opportunities to close the gap between current and desired performance •  Delivers high quality information to students about their learning •  Encourages positive motivational beliefs and self-esteem •  Provides information to teachers that can be used to help shape the teaching

5. Feedback Sandwich Identify what went well. Then suggest something that would benefit from change. Then reinforce positive messages.

6. Pendleton’s Rules • Briefly clarify matters of fact • The learner goes first and discusses what went well • The trainer discusses what went well  • The learner describes what could have been done differently and makes suggestions for change • The trainer identifies what could be done differently and gives options for change Pendleton et al 1984

7. BOOST Feedback Model Balanced: focus not only on areas for development, but also on strengths. Owned / Observed: provide feedback based only upon behaviours that you have observed. Objective: avoid judgments and relate your feedback to observed behaviours only, not personality. Specific: back up your comments with specific examples of the observed behaviour. Timely: give feedback soon after the activity to allow the learner the opportunity to reflect on the learning.

8. Non-judgemental Feedback Descriptive v Evaluative Specific v Generalised Behaviour v Personality Explore choices v Telling what to do http://www.gp-training.net/training/educational_theory/feedback/non_judjmental_feedback.htm

9. Feedback exercise

10. Scenario using BOOST exercise “Your work is not acceptable” “Work well” “I have found another mistake in your work. This is the fifth mistake I have noticed this month.” “You never listen to my suggestions and guidance.” “I think we need to talk about you manner. I have been getting complaints about your attitude since you’ve arrived on placement.” “I’m not having you upsetting your colleagues like this.”

11. Factors influencing objectivity of feedback Criteria being measured Halo and Horn Effects Hawthorn Effect Contrast Effects Stereotyping Further resources on the Knowledge Network in the Good Practice portal http://www.knowledge.scot.nhs.uk/home/portals-and-topics/goodpractice/develop-yourself-toolkit.aspx

12. JOHARI Windowhttp://www.businessballs.com/johariwindowmodel.htm