Giving Feedback

By: Bea Alcala &Cheryl

Limbo
IR 225
Consolidatin
g a Training
Session
Consolidatin
g a Training
Programme
By: Cheryl Limbo
IR 225
 Training Session vs
Training Programme

Training
Programme
Training
Session
 Training Session vs
Training Programme
Training
Programme
For Food & Beverage
Outlet Attendant

Training Session
Proper Grooming
F&B Service Sequence
for Outlets
Polishing the
dinnerware
Setting the table for
Breakfast
Setting the table for
lunch
Setting the table for
dinner
Consolidatin
g a Training
Session
 Consolidating a Training
Session
Summary
Look
Forward
Level of to the
Achieveme Decide
Next
nt Action Plan
Session
Praise
Do Not
Reinforc Introduce New
e the Do Material
Not Ask
Motivati Questions to
onal Test
 Summary
Draws together everything that has
been said and done by the trainer
and trainee
Often used to highlight:
Questions asked
Difficulties encountered
Re-emphasize critical points that could
result consequences if not done properly
 Level of
Achieveme
Trainees like to measure their
achievementnt against set targets
Re-state objectives and either
Tell trainees their achievements; or
Ask trainees their thoughts on their own
achievements
 Level of
Achieveme
When
Objectives nt
Remedial work
Arent Met
Further practice
Point out
performance Moving on
shortcoming more quickly
s
Give advice
Omitting some parts
Plan the way
forward Discontinuin
g training
 Praise
Recognition of achievement is a
motivator
Quickly praise good progress or
learning difficult tasks
Be careful: Constantly praising
satisfactory work may devalue the
effect of praise
 Reinforce
the
Express relation of task to the job as
Motivation
a whole
al Message
Develops positive attitude to perform
task
Stress value, importance or
consequences of error especially for
repetitive tasks
Look Forward
to the
Next Session
May follow
straight on or
after a short
break
Keeps the
sessions in
context
Provides a
little more
motivation
 Decide
Action Plan
Trainee lacks
Trainee is far too
aptitude,
advanced
commitment or
motivation
1 2

Trainer should remain

Trainee can be tested on the
skills or knowledge that make
up the future sessions until a
point is reached where
training is needed
objective
Talking through the problem
should lead to a plan of
action
trainee to approach their line
manager
trainer to approach trainees
line manager
 Do Not
Introduce
New new
Consolidate but do not introduce
material
Material
May draw trainees attention away from the
session that has just been taught
 Do Not Ask
Better to ask and answer
questions during: Questions to
01 03 Test
Understandi
E 02
ng I
D
Explanation Imitation

Demonstration
Training flow can
become ragged it
back-tracking is done
EXAMPLE
Great job! You picked that up fast (Praise). Earlier, we set out to
learn how to properly do guest check-in so that you wont
forget pertinent guest information that we will need. We were
able go through the steps and practice the 3 different
scenarios that I have prepared (Summary). You remembered all
the steps and got all the information we need from the guest
but you get rattled when the guest asks questions which
makes you lose your smile. (Level of achievement). Remember
that the key to an excellent guest service is a balance of
knowledge, skill and great personality (Reinforce the motivational
message).

Well just take a 5-minute break and then well discuss our
check-out procedure (Reinforce the motivational message).
Consolidatin
g a Training
Programme
Consolidating a Training
Programme
0 Trainer Performance
4

0 Action Plan
3

0 Level of Competence
2

0 Review of
1 Training
Content
0 Review of Training Content
1

Maintaining a check-list of topics to

be covered and having it signed-off
after each topic has been trained is
best.
Check-lists help both trainer and
trainee to monitor progress
Alternatively, trainer needs to remind
trainee of what has been
covered/done in support of each of
the training objectives.
0 Level of Competence
2
At the end of the training program,
trainee should reach sufficient level of
competency to perform a job to a
standard
Trainees should be told where they
stand with regard to target set
When necessary, trainer should explain
why further training or close
supervision will be recommended
When trainee has done well, progress
and attainment should be fed back to
training sponsor
0 Action Plan
3

Undertake
additional
0 study
1

Practice to
0
2 consolidate

0
3 Practice for
developmental
reasons.
0 Trainer Performance
4
Training process is a partnership
between trainer and trainee
Trainee should be asked to consider
and explain how the trainer helped or
hindered
Clarity of
Clarifying Explanation
Objective s
s
Speed
Allowing
Sufficient
Practice
Questions?
Giving Feedback
OUTLINE
INTRODUCTION

FORMS

TOOLS

TIPS AND TRICKS

FEEDBACK
FEEDBACK
Opportunity
Opportunity
Praise
Praise
Constructive
Constructive for
for growth
growth
criticism
criticism that
that
suggests
suggests
solution
solution
Commentary
Commentary
about
about the
the
Attack
Attack on
on the
the work
work
person
person

Only
Only criticism
criticism
FORMS

Reinforces or
Supportiv encourages an
e ongoing behavior

Indicates a change
Corrective is needed in
behavior
RECEIVER
TOOLS CC Matrix

Confident Not Confident

Competent Competent

Confident Not Confident

Not Competent Not
Competent
TOOLS SEED
BEHAVIOUR (B)
What specific behaviour did you
observe?
What did you notice the person do (in
which context, when)?

IMPACT (I)
What was the impact of this
behaviour?
What did that do to you (or others)?

CONSEQUENCE (C)
What was the consequence of the
impact?
TIPS AND TRICKS
Prepare key points to get across: practice what why and how

Honor the person and comment on the behavior
Focus on what actually happened rather than what should have
happened.
Give specific examples of what isnt being done currently and what
needs to change (timeframes and actions)
Give positive feedback on what is being done well by the individual
Help them to see skills and qualities they have to successfully
enable them to tackle the issue
Put yourself in the shoes of the other person to see how the
information is received and give an example of when you were on
the receiving end yourself of not performing as you were expected
to in order to build rapport
Dont delay conversations have conversations just after they
have happened so they are fresh in their mind
Offer support to help the person to address their performance e.g.
mentoring, coaching, a book etc.
RESPONSES TO FEEDBACK
SARAH
S Shock
A Anger
R Rejection
A Acceptance
H Hope