Hello, I am currently in the process of writting a training package for staff to become buddies/mentors for new starters. I would like to ask if anyone has games, tools , models anything that could assist with effective feedback by highlighting key aspects. considering this is for exisiting staff top level material might not be beneficial. Any help appriciated, Thanks.
Ben Hardman
3 Responses
Traffic Lights
I use a very simple formal feedback model for my staff based on a traffic light – there’s a picture of a traffic light at the side of the page and a box for comments next to each light.
And it’s filled in simply with green – things I’d like you to start doing to support/develop me (etc.), amber – things I find helpful that I’d like you to keep doing in order to support/develop me, and red – things I’d like you to stop doing because I find them obstructive/unhelpful or don’t understand them
A maximum of three points in each at each development session – there’s only so much, I can start or stop doing in any one period without losing sight of the goal.
It’s simple but you can easily adapt it to every situation for feedback and once people are used to it, it’s also not very threatening.
Feedback
Excellent, I like that idea. Thank you. I know constructive feedback is going to be a key learning experience for the buddies so this is great.
Role play demonstration
I explain that I will be role-playing different feedback styles, and explain the intended learning outcomes for the role play and subsequent discussion. I then ask for four volunteers to draw a simple diagram in about two minutes; I usually ask them to draw a house. Their drawing skills are irrelevant to achieving the learning outcomes, and I explain this beforehand. I then look at each drawing in turn and role play four different feedback styles.
The non-drawing participants are asked to observe me very carefully and remember what I say and do as I give each person feedback.
Role play:
Drawing 1 – I give ‘ideal’ feedback, the ‘praise sandwich’: praise first; then constructive criticism, then praise, in relation to their drawing.
Drawing 2 – I make critical, negative, destructive, de-motivating sarcastic comments about their drawing.
Drawing 3 – I give irrelevant feedback – I say how pleased I am to see the person, what a nice person they are, what an asset to the group they are etcetera. I don’t refer to their drawing.
Drawing 4 – I don’t give any feedback at all, I completely ignore the person and their drawing.
The non-drawing participants are then asked to analyse each feedback style in relation to its influence on motivation, morale and self-esteem, and to reflect on which feedback style predominates in their workplace. Alternatively, the feedback could be related to the do’s and don’ts of giving feedback, depending on what learning outcomes have been identified.
Finally, I de-role. Although each volunteer has a ‘secret’ briefing paper explaining their role, and volunteers 2 and 4 are warned that they will probably find my behaviour very rude, even offensive, it is important for them to discuss afterwards how they felt to ensure that no one is left feeling hurt or angry. Only volunteers 2 and 4 are aware of how I am going to behave towards them. I apologise to volunteers 2 and 4, make a fuss of them and reward them with a small gift. Evaluation of this role play has always been very positive.
If you want to try this role play and need detailed ‘instructions’ please email me.
ewn1@canterbury.ac.uk