1. Giving developmental feedback
A generic skill
Dr. Adrian Dunbar, Yorkshire Deanery

2. Feedback
“Some trainers treat their learners in a way that leads to improved performance
Others undermine learners efforts and fail to develop their potential”

3. Feedback
“Giving effective and constructive criticism is one of the most common concerns of educational supervisors”
“Many consultants and GP trainers feel ill prepared in giving feedback on performance”

4. Think about feedback you have received
Positive?
Negative?
How did you feel?
Why so?
What effect did it have?
What were the “effective” attributes?

5. Objectives Bringing out the best Motivating Raising self awareness
Developing insight
Enabling change
Eliminating poor performance

6. Motivation Increases when success is expected
Decreases when a goal is perceived as certain – or impossible
Positive reinforcement increases the likelihood that a behaviour will be repeated

7. Unfortunately Often only the negative aspects are commented on
And/or remembered
Increasing anxiety about competence
Leading to defensive cognitions and behaviour

8. Motivation occurs When people are clear about the task
When they feel supported
When effort is recognised
When their contributions are valued
When they feel free to express their views
When they feel challenged to be more creative

9. Effective feedback is Descriptive – not judgemental
Specific – not generalised
About behaviour – which can be changed – not personality – which can’t
Sensitive to the needs of the recipient
Selective and prioritised
Timely – as close to the event as feasible

10. What are the attributes?
Positive
Mutual respect
Genuineness
Giving time
Enthusiasm
“Unconditional positive regard”
Negative
Humiliation
Comment on personality
No time for discussion
Lack of interest
Too late

11. Communications skills
Active listening
Open questions
Facilitating reflection
Enabling insight
Challenge
Summarising

12. NOT
Judging
Telling
Providing solutions

13. Structure The trainee comments on strengths
The trainer reinforces and adds
The trainee comments on weaknesses
The trainer reinforces and may add
With evidence

14. An emotional bank balance
Credits must be in place before withdrawals are made
Credits must exceed withdrawals
To avoid an emotional overdraft that is ultimately unsustainable
The balance of support and challenge

15. Defensive reactions Recipient Blaming and scapegoating Denial
Rationalisation
Anger

16. Defensive reactions Giver Obligation Moral high ground
Burying and fudging
Minimising
Colluding

17. Strategies Keep the focus positive
Encourage ownership and responsibility
Negotiate
Time to reflect
Explore and understand negative reactions

18. Feedback
A life skill
Tom your hair is so long – you look really scruffy - you can’t see properly and you will get into trouble at school – I’m only telling you for your own good.
Its such a shame we can’t see your handsome face – it’s your hair of course but don’t you think it might impair your vision when driving – just a thought.