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Feedback Culture (Roussin, J. and Zimmerman, D. (2014) ‘Inspire Learning,…

- - - - Leaders should strive for agreement within the school on the purpose of feedback. By adopting protocols or procedures, the community names the shared agreements. When all parties commit to the collaborative conversation, ownership for receiving feedback, making meaning of it, and applying it to instruction increases.
- - - - People with a performance orientation often compare their performance to that of others and tend to focus on doing better than others.
      - People with a mastery orientation are more likely to be receptive to, and make constructive use of, feedback and thus persist until they attain competence.
  - - - The individual's feedback orientation depends in part on the support and climate for learning. The more frequent the feedback and the closer it follows the behaviour in question, the more likely it is to be accepted.
        
        The more support for learning and development, including the availability of behaviourally-oriented feedback, the more the individual is likely to develop a positive orientation toward feedback.
    - - Organisations should provide a) training for supervisors and others about how to provide useful feedback, b) clear standards concerning valued behaviours that are relevant to organisational goals, c) clear performance measurements, d) reports tying individual performance to bottom-line departmental or organisational indexes and, e) time to review and clarify feedback results with others, such as one's supervisor.
      - Top-level managers should serve a s role models about how to seek, receive and use feedback. The organisation should ensure that everyone receives feedback (i.e. it's not voluntary) and uses feedback to guide development.
        
        How can you create a culture of feedback that is not forced but inherent? Should it be involuntary at first? Does feedback being compulsory create negative mindsets around it?
      - Organisation should ensure that performance improvements following feedback are recognised and rewarded.
      - Organisations should instil practices that provide support for using feedback such as skilled facilitators to help recipients interpret formal feedback, set goals and track progress. Feedback recipients should be encouraged to discuss their feedback and reach a shared agreement.
      - Feedback recipients need freedom to decide how they will act on the feedback (giving them a sense of self-control) and opportunities to learn.
- - - - Effective feedback reduces friction surrounding critical discussion. Frank exchanges become a positive and expected norm.