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Great Feedback
Part 1 (Managing challenging reactions (While we can't…
Great Feedback
Part 1
Intro
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Feedback can be given as praise to encourage behavior, or as counsel when improvement is needed.
When we give feedback, the information that we share should be focuses on the impact or effect of the other person's behaviour.
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Putting it into context
Handout - write down whom they want to give feedback to, and what outcome do I want to achieve (remember can be reinforcing or counselling feedback)
What it takes
We often feel like we've given feedback by saying "good job" or "bad job" - however an opinion without context is of little value.
DESCRIPTIVE, EVIDENCE-BASED: - the best feedback we can give is descriptive and evidence based. Descriptive feedback describes the context, the evidence and the behaviors displayed, rather than making it about the individual
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PART OF A CONVERSATION
Hattie study - impact of teacher's creating an environment where students had opportunity to self reflect, and give feedback on themselves to the teacher (effectively becoming their own teacher)
What could this look like in our workplace? How could you create space and opportunity for others to self reflect?
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FREQUENT & INFORMAL
Need to banish the mindset that it's something we do in our 1:1s and get into the habit of doing it when it will have the most impact
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For something more significant, it might be more beneficial to wait a few hours or days. This suggests that we have given time to think about what they have done and the impact.
Apply the concepts
Pair activity - apply the questions on slide to the person they identified at the start of the workshop
Stretch question - are there any specific techniques we can use to deliver feedback? Ans - sometime scaling can help
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