FEEDBACK

Presented by: Hazel D. Quinlob

OBJECTIVES
Discuss the feedback
Identified the characteristics of feedback
Appreciate the importance of giving feedback
to the trainees
Feedback is a response to a person’s activity
with the purpose of helping them adjust to
become more effective. Feedback comes in
various forms, including evaluative (how
you did mand where you are), appreciative
(how you are valued and recognized), and
coaching (how you can improve
Feedback, both positive and negative, can be
a powerful educational tool. Conversely, if
given incorrectly, feedback can be
destructive and should be avoided
CHARACTERISTICS OF
EFFECTIVE FEEDBACK
Constructive “Try to offer solutions, not
just identify problems.
Constructive feedback
focuses on the instruction
rather than correction
  Feedback should point to a specific
Specific problem and include a specific example of
the solution being recommended

 “Include elements that allow students to

know when the feedback has been
addressed successfully. Elements can
Measurable include well-articulated outcomes within a
given time frame. Always follow up with
the student before the given time frame
lapses.”
Sensitive  Avoid negative language. Keep
recommendations and comments on a
positive note. Be mindful of feedback that
focuses only on “”praise, rewards, and
punishment.
Balanced
 Point out strengths as well as weaknesses
 “Can the students apply the feedback to
Applicable similar contexts or similar problems
and still achieve the same results?
Students should not view feedback as
isolated from other aspects of teaching
and learning process.
Not grade When a grade is given, to most
focused students, it is the end of learning.
Effective feedback is not tied to a
grade, however; it is tied to
descriptors/indicators of high-
quality or exemplary work. Use of
and reference to rubrics is
recommended when giving
feedback.”
PRINCIPLES OF GIVING
EFFECTIVE FEEDBACK
Give feedback when the learner is ready (this may be physically,
practically or emotionally) so that they are likely to be receptive.
Give feedback as soon after the event as possible, although for
knowledge consolidation, a delay can be beneficial.
1. Ask the trainee how they think things went first; this will open
the conversation and let you see how well the trainee is judging
their own performance.
4. Focus the positive first
5. Give feedback privately wherever possible, especially more
negative feedback.

6. Feedback needs to be part of the overall communication process

and ‘developmental dialogue’. Use skills such as rapport or mirroring,
developing respect and trust with the trainee.
7. Stay in the ‘here and now’ and on the observed task, don’t bring
up old concerns or previous mistakes, unless this is to highlight a
pattern of behaviours
8. Focus on behaviours that can be changed and the task itself,
not personality traits

9. about and describe specific behaviours, giving examples

where possible and do not assume motives.

10. Use ‘I’ and give your experience of the behaviour (‘When
you said…, I thought that you were…’).
W hen giving negative feedback, suggest alternative
behaviours.
Feedback is for the recipient, not the giver – be
sensitive to the impact of your message.
11. Consider the content of the message, the process
of giving feedback and the congruence between
your verbal and non-verbal messages.