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Effective Feedback


Can you help me to find approachesd to giving feedback in an environment where people have very low self-image and where acknowledgement can be seen as 'patronising'?
Dominic Dring

4 Responses

  1. Feedback
    I understand the issue about low self esteem but don’t get the issue concerning acknowledgement being patronising? However, here is an approach adapted from the work of Ingrid Bens ‘Facilitating with Ease’ you might find it useful.

    Step 1: Ask permission to offer feedback.

    Step 2: Describe specifically in behavioural terms what you observed.

    Step 3: Tell them about the direct impact of their actions as you observed them.

    Step 4: Give the other person(s) an opportunity to explain or disucss their actions.

    Step 5: Draw out ideas from the others.

    Step 6: Offer specific suggestions for change.

    Step 7: Summarise and express your support or get them to summarise and express your support.

    Step 8: Follow up.

  2. Effective feedback and enhancing self-esteem
    The following principles may be of some help.

    Feedback is the process of providing learners with information about their progress; effective feedback can motivate, stimulate learning, raise morale and enhance self-esteem. It should not make the recipient feel patronised.

    How should feedback be given?

    * First, encourage self-evaluation
    * Start with positive statements – give praise
    * Stick to facts – what you have observed
    * Be constructive with criticism – refer only to that which can be changed
    * Take responsibility for your feedback – use ‘I’ statements
    * End with praise

    This is called the “praise sandwich”.

    Effective feedback has the following characteristics:

    * makes clear what constitutes competent or successful performance
    * takes into account any unusual circumstances you are aware of that could have affected performance
    * helps learners develop their own assessment skills
    * motivates and encourages, rather than blames
    * strikes a balance between positive and negative issues
    * is clear and specific, not vague and generalised
    * is owned by the person giving feedback
    * focuses on future development rather than on past difficulties
    * focuses on that which the learner is able to change
    * remains confidential as far as is possible

  3. Give us a call 01344-382015
    We have long multinational experience with exactly this sort of problems. (call us with no obligation for a brief informal discussion)

  4. The Bath Tub Model
    For feedback on observed performance, start with the positives, elicit improvers, end on a high note…if you drew a graph of this process it would be bath-tub shaped. First question should always be ‘How do you think you did?’ (or some variant) and last question might be something like ‘so, if you were to repeat the (exercise, task, job etc) what would you do differently next time? (or some variant). The use of open questions encouraging the receiver of feedback to self-assess might overcome the ‘patronising’ issue.


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