BSc Audiology

Giving and receiving feedback

Jane Burgneay

April 2013

BSc Audiology

Feedback

Information about performance or behaviour

that leads to action to affirm or develop that

performance or behaviour

BSc Audiology

Feedback

A two-way process Gives us evidence of our performance and

effectiveness in communication Enables us to build up a picture of how others see

us and how we affect others Vital ingredient in evaluation process Constructive not destructive

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Purpose of Feedback

Enables the receiver to recognise what

they do well so they can continue doing it

Enables the receiver to understand where he/she needs to develop and change

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Does feedback work?

Black and William 1998 – meta analysis of >250 studies of formative assessment with feedback since 1988 from all educational sectors

Feedback resulted in positive benefits on learning and achievement across all areas, knowledge and skill types and levels of education

BSc Audiology

Conditions for successful feedback

For receivers to benefit from feedback, the receiver must

possess a concept of the goal/standard or reference level being aimed for

compare the actual (or current) level of performance with that goal or standard

engage in appropriate action which leads to some closure of the gap

Often point 2 is the focus of feedback and falls

short on point 3

Sadler 1989

BSc Audiology

Before giving feedback

Always ask yourself:

What is my intention behind giving this person feedback? How am I feeling about giving it? How is the other person feeling; if they have had a stressful

day, might be best left for another occasion. It is important they are in the right frame of mind to accept it

BOTH PEOPLE SHOULD FEEL CALM

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Giving feedback

Better when invited rather than imposed

Be descriptive not evaluative

Describing what you actually see or hear reduces the

need of the receiver to act defensively

Reveal your own position or feelings

“I got a bit confused trying to follow that statement”

Be specific rather than general

Be selective

Concentrate on one or two areas for improvement

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Giving feedback

Be balanced – the good and the bad

Direct feedback towards behaviour that can be

changed or controlled Timing is critical

Sooner rather than later Unless situation inappropriate When receiver can listen and concentrate – time to

reflect

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Giving feedback

Ensure receiver understands the feedback In group situations check and ensure accuracy of

statements with other members Take into account the receiver’s needs as well as

your own

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Receiving feedback

Listen carefully to person treat as genuine, helpful and with respect what they are

describing and suggesting Be receptive and accept feedback as a gift Ask for clarification and seek examples Give the feedback serious consideration

Weigh up consequences of no change Express thoughts on alternatives

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Receiving feedback

Communicate your decisions to the giver This is a two way process and the giver also needs feedback

Tell them what they could do which might help you to change Teaching, practice, tiny prompts etc.

Thank the giver for their concern and help Feedback may not have been easy to give

Be genuine, do not reject feedback and definitely not sarcastic or rude

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Receiving feedback It is up to the receiver what they do with feedback Keep notes Give it time to sink in and get into perspective and

reflect Address areas for improvement Try not to feel devastated by small criticisms

and try not to be defensive and make excuses

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Impact of feedback

The person receiving the feedback can react with: anger – ‘I’ve had enough of this’ denial – this reaction often accompanies the initial shock of

feedback ‘I can’t see any problem with that’ blame – ‘It’s not my fault. What can you expect when the

patient won’t listen? rationalisation – finding excuses to try and justify their

behaviour ‘I’ve had a particularly bad week’ ‘Doesn’t everyone do this?’

acceptance renewed action

BSc Audiology

Transactional Analysis

Interaction between people Berne (1968) – “The games people play” The three selves

Parent Adult Child

Ego states which exist in all of us Each affects tone of communication and verbal

feedbackhttp://en.wikipedia.org/wiki/Games_People_Play_(book)http://www.businessballs.com/transactionalanalysis.htm

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The Parent

Acts according to how we perceived our

parental figure

Prescribes limits of behaviour

Protecting, nurturing, fostering, teaching etc.

Parental tones of voice and expressions

Teaching is often considered a parental type

approach

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Adult

Gathering and processing information

Rational action in the real world

Ruled by reason rather than emotion

Not necessarily synonymous with “mature”

Taking data - rationalising it, processing it,

choosing alternatives and then decision making

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Child Residue of emotional responses from childhood

Internal reactions to external events

May be related to trigger events

Frustration, anger, fear, rebelliousness – in response to

parental imposition

Curiosity, creative delight, desire to explore, spontaneity and

also trust

Competitiveness and dependency – have some founding in

childhood – sibling rivalry and bonding

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Transactions P, A C type transactions C to P

“The library is rubbish I cannot find anything” P to C

“If you take time to read the map and attend the library course you would find it easier”

A to C “What are you looking for I may have a copy

you can borrow” C to C

“That’s not my fault or my problem – grow-up”

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Johari Window

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Johari Window

Some will be known to ourselves and to other people. This is shared knowledge and is the basis for all of our mutual dealings with one another. Usually called the “Arena”, effective communication is enhanced when we work at maximising the size of this pane.

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Johari Window

Some will be known to us but not to the people we deal with. Called the “Mask” or the “Facade”, this is the pane which encourages us to engage in games-playing, trickery, and the like. The larger this pane, the less chance we have of developing truly meaningful and open relationships with others because such relationships are usually based heavily on trust.

BSc Audiology

Johari Window

Some will be known to others but not to ourselves, This is the “Blind-spot” or the “Bull in the China Shop”. This is potentially very dangerous to us because we risk exposing ourselves to weaknesses which we don’t know about and which can be exploited by others.

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Johari Window

Some will be unknown to anyone – ourselves and other people. This is the great “Unknown” (it might even be labelled, as were the maps of old, “Here There Be Dragons”!). This is a potential source of personal creativity and other resources which we may never have even suspected.

BSc Audiology

Johari Window

The way to increase the size of the Arena, while decreasing the size of the other panes is first through self-disclosure (sharing information about the real you with others and thus increasing their knowledge about you) and secondly through obtaining Feedback (getting open and honest information about yourself from those who witness you and your performance at work and elsewhere).