LeapForward Training Practicalities of Workplace Feedback

1. LeapForward Training Practicalities of Workplace Feedback Workshop 2 LeapForward Learning for Practice: Feedforward for effective transition to the workplace

2. LeapForward Training: Workshop Map Workshop 1 Workshop 2 Workshop 3 Understanding Feedback Practicalities of Workplace Feedback Emotional & relational aspects of feedback Taking Action

3. Learning outcomes • (Review key learning points from Workshop 1) • Identify barriers to effective feedback in workplace • Explain the role of personal agency in effective feedback • Explain what is meant by learning goal orientation (growth mindset) and performance goal orientation (fixed mindset) and how these relate to feedback practices • Identify the challenges associated with verbal & written feedback processes and consider how barriers can be overcome • Consider the importance of reflection in the feedback process

4. Activity 1: Barriers in the workplace What barriers do you perceive to effective feedback conversations in the work place?

5. For me it would be time which I guess is the impossible, but just yeah supervisors taking their time to give you just two minutes of their day, a minute of their day to give you some constructive feedback, be it written or verbalSTUDENT In some ways feedback is quite difficult and people that give feedback, they find it a bit difficult, and the people that receive it find it difficult, and so ultimately, it’s a bit difficult STAFF We asked staff and students what hinders them in the process & practice of feedback and they said things like ……… That kind of, the attempt to divorce myself from [feeling tired & grumpy], and trying to articulate on the spot something that is useful and meaningful to them is sometimes not easy. On certain days I’m better at it than on others. STAFF Sometimes I think it’s hard to get a feel for whether you’re actually giving students’ feedback about things that they even want to get feedback for. STAFF LeapForward Learning for Practice: Feedforward for effective transition to the workplace

6. We just need more staff to allow us to have smaller groups, higher staff to student ratio and allow us more time to give more constructive feedback, whether it’s written, verbal feedback, so that we have the time to give meaningful feedback STAFF My contact time with the students is extremely limited so you can only really teach somebody well if you spend a lot of time with them STAFF Practitioner time constraints impact on feedback practices People finish clinic at different times whereas there’s still patients going on and I think that’s a supervisor’s priority to finish off the patients and I think sometimes somehow the sessions just don’t seem to be long enough either STUDENT We’d have five different staff members who would all be part time, so we have a document that we can all contribute to that we can all put our comments in for the final assessmentSTAFF LeapForward Learning for Practice: Feedforward for effective transition to the workplace

7. So how can we be time-efficient and effective?

8. Having a strategy or plan for feedback dialogue means…. • Practicalities of workplace feedback • Ende’s Principles (1983) • Pendleton’s Rules (1984) • ALOBA: Agenda Led Outcomes Based Approach (1996) • SET-GO (2004) • Frame-based Feedback (2013) • R2C2 facilitated feedback model (2015) • Reflective Conversation model • CORBS • Critical Response Process • Sandwich • LeapForward project Resource Toolkit: We have developed a resource toolkit containing a summary of key theoretical frameworks, practical aides, guidelines, and models • Use a framework e.g reflective conversations (see Workshop 1) • Plan • Take action NOTE: Resource Toolkit intended for Staff use

9. Student engagement – psychological barriers?

10. They kind of encourage us to seek our own, you know informally it would be like how was that? Could I have done better? STUDENT It’s simple really. Just engage in it or not, you get out what you put in STUDENT I think a lot of people miss out on feedback that they need because they’re not asking for it…. so it’s like being active in asking is really important as well as just taking the feedbackSTUDENT Students’ personal agency is key to effective feedback engagement and dialogue In the clinical scenario, it’s very much “you get out what you put in”, however much you chose to reflect, it’s kind of down to you STUDENT In a clinical setting it needs to just be led by you STUDENT LeapForward Learning for Practice: Feedforward for effective transition to the workplace

11. The role of mindset • Learning goal orientation • A desire to learn new skills, master new activities, understand new things • Growth mindset • Performance goal orientation • Winning positive judgements of your competence and avoiding negative ones • Fixed mindset NB You can train yourself to develop a learning goal orientation (growth mindset)! Dweck, C. (2012) Mindset: How you can fulfil your potential

12. Activity 2: Consequences Mindset slides adapted from www.mindsetkit.org

13. Barriers to engaging with feedback Five key issues that limit students’ usage of feedback • the advice may be insufficiently useful or useable; • feedback may be too generic, non-specific, or lacking in individualisation; • the tone of feedback may be too authoritative; • students may be unaware of the strategies they could use to implement feedback; and • the language used in feedback may be difficult to understand. Jonsson (2013)

14. Volition Cognisance Psychological barriers to using feedback Agency Awareness Awareness of what the feedback means & what it’s for Cognisance of strategies by which the feedback could be implemented Agency and opportunity to implement those strategies Volition to scrutinise feedback and Implement those strategies Nash & Winstone (2017)

15. Volition Cognisance Psychological barriers to using feedback Agency Awareness Why/what – do I know what feedback is for? How/what next – do I know how to do something with it? When/with whom – do I know what I need to do, when, and who can help me? Mindset/motivation – do I want to engage with it to change how I do things? Nash & Winstone (2017)

16. Activity 3: Barriers to engaging with feedback • Review the student comments about their feedback. Discuss with a neighbour what might have caused the student to write this comment

17. The role of reflection

18. I’ve noticed recently that a lot of people are having me feedback on myselfSTUDENT At the end of each rotation we reflect upon our experiences and the rotation as a whole and then the clinicians fill it in and we get it back with our grading for that rotation STUDENT I think self-critiquing and asking the student to say what grade do you think that is I think is quite a good way of seeing where they are and what they think of themselves STAFF Self reflection in the feedback process It’s been a big journey for me in terms of becoming more comfortable with having that more formalised feedback, so if someone is telling you things about yourself in ways that you can act differently to become a better practitioner, and learning to just take that a lot of the time and really use it to improve your practices. STUDENT LeapForward Learning for Practice: Feedforward for effective transition to the workplace

19. Activity 4: Reflection on experience • Identify a specific time and location when you had a feedback conversation • What went well about the conversation? • What went less well? • What could you have done differently? • How will you approach your next feedback conversation?

20. Learning outcomes • (Review key learning points from Workshop 1) • Identify barriers to effective feedback in workplace • Explain the role of personal agency in effective feedback • Explain what is meant by learning goal orientation (growth mindset) and performance goal orientation (fixed mindset) and how these relate to feedback practices • Identify the challenges associated with verbal & written feedback processes and consider how barriers can be overcome • Consider the importance of reflection in the feedback process

21. In LeapForward Workshop 3 (Langford T&L “Written Feedback”) we will…. • Review what we have learned in Workshops 1 & 2 • Explore the emotional and relational aspects of feedback and feedforward • Practice writing helpful feedback

22. Summary & close • One take home message • Attendance/sign-in arrangements • Workshop feedback form • Thank you!

23. References and resources • Dweck, C. (2012) Mindset: How you can fulfil your potential. Robinson, London. • Blackwell, L., Trzesniewski, K. & Dweck, C. (2007) Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention Child Development, Vol. 78, No. 1, pp. 246-263 • Hattie, J. and Timperley, H. (2007) The Power of Feedback. Review of Educational Research 77, 81-112 • Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education Volume: 14 issue: 1, page(s): 63-76 • Nash, R. & Winstone, N. (2017) Responsibility sharing in the Giving and Receiving of Assessment Feedback Frontiers in Psychology, Vol.8 • Winstone, N., Nash, R., Rowntree, J., & Parker, M. (2018). “It’d be useful, but I wouldn’t use it”. Barriers to University students’ feedback seeking and recipience. Studies in Higher Education LeapForward project Resource Toolkit: We have developed a resource toolkit containing a summary of key theoretical frameworks, practical aides, guidelines, and models. This resource is intended to supplement the LeapForward training packages, and is available for staff to consult to support feedback and feedforward activities and practices