Presentation on theme: "Giving Useful Performance Feedback Pamela Andreatta & David Marzano Center for Education (Reference Handout: Giving Useful Performance Feedback) You did."— Presentation transcript:
Giving Useful Performance Feedback Pamela Andreatta & David Marzano Center for Education (Reference Handout: Giving Useful Performance Feedback) You did a good job!
Evaluation vs. Feedback Evaluation A summative accounting of an accumulation of performance assessments Feedback Performance feedback is a mechanism to assess performance from a one time encounter
Performance Feedback What are the challenges to giving feedback? Difficult to deliver Time consuming Clinical situation does not always allow time Uncomfortable for both Giver and Receiver
Simulation Exercise #1
Performance Feedback Feedback should be provided on an ongoing basis. Include specific information about performance compared to standards. Address strengths & successes in meeting expectations. To be most effective, feedback should be: Timely Specific Conveyed from the Giver Understood and confirmed by the Receiver Delivered in a supportive, non-judgmental climate Followed-up with a time-definitive action plan for correcting deficiencies
Timely Feedback should be timely Should be as close to the encounter as possible Most useful when closely associated with the encounter
Specific Feedback should be specific ie. You did a good job is not specific and conveys little meaning Most important aspect of feedback
Conveyed from the Giver The giver must take responsibility for the feedback Statements such as My observation.. or I thought… This demonstrates the Givers duty to deliver the feedback
Understood and Confirmed by the Receiver The Giver and the Receiver must have an agreement about the performance Allows the receiver to ask questions Empowers the receiver to discuss the performance Allows for the development for a plan of action that both the Giver and the Receiver agree upon
Delivery in a supportive, non- judgmental environment Difficult in a busy environment Many team members may be listening Quiet places/lower voices can be conducive, especially if the feedback is corrective of an error Avoid crowed OR Avoid Board Room Not among junior residents, medical students, nurses, or other team members.
Follow up with a time specific action plan Any plan for remediation must be specific and timed for completion Sets parameters for correction before the action becomes ingrained Can include: Practice in the simulation center Reading Direct observation
An Easy Feedback Protocol Giver: The standard of performance for (feedback Item) is (provide standard). I think you (explicate what needs correction strategies for achieving the standard, or if standard was performed). I would like you to (course of action) and then in (time frame) check your progress. Would you tell me what you heard and are planning to do? Receiver: Inform the Giver what you heard and the plan you will follow. Giver: Correct an misunderstanding until you have agreement. Express confidence in ability to meet the standard with effort.
Simulation Exercise #2
Its Worth the Time! Your job will be easier by providing concrete performance feedback on a consistent basis. Residents and other support staff will know what is expected of them They will appreciate your interest in their success and take ownership of their progress towards reaching defined objectives Everyone will have a greater likelihood of meeting - or exceeding - their performance goals.