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Effective Feedback Skills Training: Principles, Techniques, and Best Practices

This training unit aims to develop feedback skills for trainers and educators. Participants will learn the principles of giving feedback and apply effective feedback techniques in their own practice. The unit covers feedback as part of assessment of learning, both as formative evaluation and summative evaluation. Various feedback models and exercises will be explored, including the BOOST Feedback Model and the Johari Window.

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Effective Feedback Skills Training: Principles, Techniques, and Best Practices

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  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 derVleuten and Schuwirth 2005

  3. “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 • Subtle Feedback

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

  5. 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 • Pendleton’s Rules

  6. 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. BOOST Feedback Model

  7. Non-judgemental Feedback Descriptive v Evaluative Specific v Generalised Behaviour v Personality Explore choices v Telling what to do

  8. Feedback exercise

  9. 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.”

  10. Factors influencing objectivity of feedback • Criteria being measured • Halo and Horn Effects • Hawthorn Effect • Contrast Effects • Stereotyping

  11. Behavioural: • Functional and Scientific, Empirical and Measurable Cognitive: • Learning relates to the cognitive stage of development and how people learn • Theories of Learning

  12. JOHARI Window http://www.businessballs.com/johariwindowmodel.htm

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