3/6/2014

Kate
coaching & communications
Some Criteria for Providing Constructive Feedback

Bligh

Feedback is communication to a person (or group) that provides information on his/her/their performance. It is a means for enabling learning and improvement: a corrective mechanism for the individual who wants to learn how well his or her behaviour and ability matches intentions, assumptions and perceptions. 1. It should be descriptive rather than evaluative . By describing one s own reaction, it leaves the individual free to use it or to use it as he sees fit. By avoiding evaluative language, it reduces the need for the individual to react defensively. !. It should be specific rather than general. "o be told that a procedure was #poor# will probably not be as useful for a colleague as #when you seen nerve x you must always...#. $onstructive feedbac% should be a description of preferred action or behaviour& it should not carry the intention of inducing shame or guilt, in other words. '. Feedback should take the needs of both the receiver and the giver into account. It can be destructive when it serves only your own needs and fails to consider the needs of the person on the receiving end. "hus, the e(pression of your own reaction to or feelings about the undesirable behaviour or action you have witnessed should be dealt with separately or in a self)aware, rather than emotionally reactive, manner. *. It should be directed toward behaviours that the receiver can address or act on. If you critici+e a student over circumstances over which he or she had no control you will only increase his or her frustration. "his is why it is an e(tremely good idea to invite the feedbac% recipient to e(plain his or her version of events prior to providing any feedbac%. ,. Feedback should be solicited, rather than imposed . -ou should feel that the student is in a position to receive your comments, or create a situation (formal or informal) where this may occur. .eedbac% is most useful when the receiver is actively see%ing or receptive to it. /. It should be well timed. "he most constructive feedbac% opportunities occur during a learning period and prior to final assessment. 0roviding lots of points after the final practice or e(am will most li%ely ma%e people feel that they have missed an opportunity, rather than enabling them to benefit from and apply the feedbac% they are being given. 1. Check to ensure that the person has understood what you are suggesting. 2s% him or her to rephrase or summarise what you have said, to ensure that your %ey points have been received clearly. 3. When giving feedback to a group, check with them regarding what has

3/6/2014

Kate
coaching & communications
been understood. If there are multiple interpretations of what you have said, it maybe
that you are not being as clear as you thought.

Bligh