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  1. 1. CREATING A CULTURE OF FEEDBACKAndy HockleyLAMSIG/Yasar Conference,Izmir3rd May 2013
  2. 2. AGENDA What is feedback? Importance of feedback Effective feedback Creating a culture of feedback Conclusion and (of course)
  3. 3. WHAT IS FEEDBACK?Think of the classroom In what ways do/did you give feedback to yourstudents? In what ways do/did you receive feedback from yourstudents?In groups of 3 / 4 brainstorm the ways that you give andreceive feedback in the classroom
  4. 4. HOW OFTEN DO YOU GIVE FEEDBACK? “Supposedly once a week” “Once a year” “At the Christmas party”
  5. 5. JOHARI WINDOWUnknownFaçadeNot known toothersBlindspotArenaKnown to OthersNot known to selfKnown to Self
  6. 6. IMPORTANCE OF FEEDBACKFeedback serves the following functions for thereceiver:Helps to form their self-conceptReduces uncertainty about whether their behaviouris on trackSignals which goals are most importantHelps them to master their environment and feelcompetent.Part of CPD!
  7. 7. CREATING A “CULTURE OF FEEDBACK”Communication is vital in the learning organisation – bybeing open to feedback we are more likely to keepthose channels of communication open and ensure thatcommunication is ongoing and multidirectional.
  8. 8. IMMEDIATE FEEDBACKProviding immediate feedback gives:Employee an opportunity to improveEnsures that the appraisal is not a surpriseKeeps the employee-manager channel ofcommunication open
  9. 9. EFFECTIVE FEEDBACK … is heard by the receiver (ie they do not getdefensive, and can actually understandclearly what is being said) ; keeps the channels of communication openand the relationship between the giver andreceiver strong (not necessarily withoutconflict); ensures that feedback is not avoided in thefuture
  10. 10. PORTERS 13 CRITERIA FOR EFFECTIVEFEEDBACK1. Describes the behaviour that led to the feedback(without judgement)2. Comes as soon as possible after the behaviour3. Is addressed directly from giver to receiver4. Is “owned” by the giver
  11. 11. PORTERS 13 CRITERIA FOR EFFECTIVEFEEDBACK5. Doesnt include speculation about the receiversmotives for the behaviour6. Is checked for clarity7. Asks relevant questions which seek information (andwhich the receiver knows why they are being asked)8. Specifies consequences of the behaviour (eitherpresent or future) (no vague generalisations or“shoulds”)
  12. 12. PORTERS 13 CRITERIA FOR EFFECTIVEFEEDBACK9. Refers to things which the receiver has control over10. Recognises that feedback is a process and aninteraction (not point scoring or game playing)11. Acknowledges the receivers right to have whateverreactions he or she has12. Addresses the fact that it is a process and ifnecessary, deals with the need to improve the processwhile it is going on
  13. 13. AND FINALLY...13. Is solicited or somehow desired by thereceiver and not imposed upon them.Is this the case when we give our students feedback?What about teachers after an observation?And what about feedback outside the classroom?
  14. 14. PRAISE?
  15. 15. Cultural Considerations
  16. 16. Benefits:Employee involvementPositive reinforcement of the leader (if merited!)Increased interest in feedbackImproved communication between leaders andothersSteps towards organizational culture changeAdditional sources of input into the performanceappraisal process360º FEEDBACK
  17. 17. Potential pitfalls:RetributionDefensiveness and denialConflicting ratingsLowered self-esteemGame playingTime and moneyIncreased expectations coupled with lack of change360º FEEDBACK
  18. 18. WHY DON’T WE ASK FOR FEEDBACK?1. Fear of consequences from superiors2. Fear of negative association3. Fear of what we might hear4. Fear of the person giving the feedback
  19. 19. SOME SUGGESTIONS1. Organise training – giving and receivingfeedback are skills that need to be learned anddeveloped2. As the manager, walk the talk – ask people forfeedback, let people know that you value theiropinion, and want to hear your feedback and thatyou see it as an opportunity to develope.g. “What did you think of that meeting? Did weachieve the objectives we set out to? Did we stayon track?”3. Don’t expect change to happen overnight
  20. 20. SOME MORE SUGGESTIONS Formalise it. Make 360 degree feedback part of theannual appraisal. Create systems whereby people have theopportunity and need to give and receive feedback(such as peer observation systems)
  21. 21. FEEDBACK1. Stand up if…this session was enjoyable.2. Hold up 0-5 fingers if…this session was useful.3. Shout if…you learned something new.
  22. 22. REFERENCESFoord, D. “Does My Bum Look Big in This?” LAMSIGNewsletter 2012Porter, L., “Giving and Receiving Feedback: It Will NeverBe Easy But It Can Be Better” In NTL Institute, NTLreading book for human relations training. , ME: NTLInstitute, 1982White, Hockley, et al “From Teacher to Manager:Managing Language Teaching Organisations” CUP 2008For a copy of the slides, please email me