1. Cumberland Lodge Constructive Feedback Dr Richard de Ferrars January 2011

2. Learning How to Give Feedback

3. What’s the Goal? Encouragement Support belief that GPR is capable Promote growth Identify blocks and help overcome them Help develop the reflective practitioner Identify areas for change Developing full potential

4. Open arena Facade Blind SpotThe Unknown The Johari Window Known to Trainer Not Known to Trainer Known to Trainee Not Known to Trainee Feedback Honesty Working Together

5. Challenge vs. Support GROWTHCONFIRMATION RETREATSTASIS CHALLENGE HIGHLOW SUPPORT HIGH LOW Dalos 1999 Mentor; guiding the journey of adult learners

6. Heron - Confrontation Confrontation is allowed and can be good! Seeks to raise the consciousness of the learner about some limitation of knowledge or skills, Or some limiting attitude or behaviour of which the learner is relatively unaware But needs to be delivered carefully (in a loving way!)

7. The Trouble with Confrontation ! Generate right level of “shock” Trainee hears the message Confrontation is stressful & hard.... Anxiety in the confronter CLOBBER Anxiety Distorts Behaviour Behaviour Freed From Anxiety Dare I ? This must stop Pussyfoot Anxiety Distorts Behaviour

8. Getting it Wrong? Pussy foot - going round the Mulberry Bush Clobber – using the sledgehammer Avoidance Swinging - alternates between the above, confusing the trainee Shock Over-talk - approaches may be right - but does not give trainee space and time to consider & respond Pseudo Confrontation - wrong way (eg in writing) - wrong time, wrong place, wrong issue

9. Constructive Feedback For the trainee’s benefit, not the trainer’s Sought for rather than imposed (ideally) Given about things that can be changed –Focus on behaviour rather than personality Specific rather than general (use examples) –Descriptive rather than judgemental or evaluative –Focus on sharing information rather than giving advice Limited to amount trainee can use –Not how much we’d like to give... Should be checked out with the trainee.

10. Do’s and Don’ts You should try to: Neutral setting Plan & rehearse opening strategies Let Trainee speak first, start with the positive (Pendleton) Be specific and descriptive Identify evidence You should try not not to: Be apologetic Make assumptions Joke Make comparisons Be judgmental Criticise what cannot be changed You should: Own the feedback Offer options Check feelings Acknowledge responsibility Negotiate for change Review, summarise, action plan