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Pp feedbac kpresbanyulenetworkversion3

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Joe Corbett's giving and receiving feedback

Joe Corbett's giving and receiving feedback

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  • If the feedback is not constructive don’t give it as it will damage the relationship and cause distress
  • Relationships, relationships, relationships
  • Bottom line; Status quo is not an option; change is not negotiable; continuous improvement is the goal; the best interests os students is at the centre
  • 10 minutes
  • Well plannedGiven at the right timeIn a calm manner
  • Agreed values at this school
  • Model can apply to us as we learn to give and receive constructive feedback and also to those to whom we are giving feedback to
  • Work in pairs 8 mins Group share the way the feedback was given
  • Groups of 3 or 4 10 mins
  • These are general guidelines
  • These are general guidelines
  • 5 steps to follow in this order
  • Other starters contributions from the group
  • Do’s identify common goal make it short and simple use positive languageAvoid blaming being vague beating around the bushAsk yourself ‘what is my positive intent?’ What positive outcome am I looking for? Let’s take a look at... I have some thoughts about.... Can we discuss... We need to work on... INTENT vs IMPACT
  • Do’s have situation and behaviour in mind use your own observations use data and facts bitesize chunksAvoid generalizations second hand accounts judging ‘in my opinion’
  • Do’s link action and consequence state undesirable consequencesAvoid exaggerating making it a catastrophe threats judgemental language
  • Open ended questions What is your view of the situation? Tell me what are your thoughts. How do you see things? If constructive feedback is going to pay off it cannot be one-way process. You need the other person’s involvement and ideas.
  • Questions What will work for you? What ideas do you have? What could we try? Next time will you----? We could move this along quickly if you.... What can I do differently?
  • Action 1 covey your positive intentAction 2 describe observations
  • Lets try a couple of small things just to help us get started Lets experiment with this for a week and see what happensWhat can I do to help?I’d like to talk on Friday to see how things are going
  • Receiving constructive feedback can often cause discomfort and distressTry to use it to your advantage to improve your professional performance and interpersonal skillsSee it as part of your learning journey
  • Transcript

    • 1. BANYULE NETWORK
      Workshop with Joe Corbett
      22 July 2011
      GIVING FEEDBACKRequesting and receiving feedback
    • 2. Moral Purpose
      To improve the outcomes for every student
      achievement levels
      well-being and engagement
      transitions and pathways
    • 3. Ethical Leadership
      If we know something works better than current practice then we are obligated to do it
      If we know something is not working then we are obligated to change it
      We must be determined to make powerful learning a reality for every student
      Change needs to be evidence based
    • 4. Making Decisions
      What impact will this decision have on;
      student achievement
      student well-being/engagement
      student transitions and pathways
      what’s happening in classrooms
      teacher capacity
      the learning environment
      safety and order within the school
      teacher motivation and well-being
    • 5. Feedback
      Acknowledgement and recognition; for a job well done, for going beyond the call of duty, for extra effort
      Positive feedback; so a person is aware of desired behaviours/practices, so they keep doing it and do more of it
      Negative feedback; needs to be reframed as constructive feedback
      Constructive feedback
    • 6. Constructive Feedback
      To encourage a person to do something differently
      To modify some behaviours
      To stop some behaviours
      To encourage a person to try new behaviours/strategies
      To support on going learning
    • 7. Constructive Feedback
      Constructive feedback is information that calls attention to a challenge, an opportunity, a problem or a potential problem.
      Constructive feedback opens a door to learning, problem solving or other follow up action.
      The key to giving and receiving constructive feedback is maintaining a spirit of mutual respect and learning.
      It is all about supporting and promoting change
    • 8. Why some people resist change?
      They may have a different set of values and beliefs
      Their education and training has given them a different understanding of the issues involved
      The organisational hierarchy may prevent them from saying or doing anything that indicates resistance to change, so they become ‘silent saboteurs’
      They may have experienced failure or problems in the past, therefore they may adopt a negative attitude, anticipating further problems
    • 9. They may have become ‘change weary’
      They have already seen new ideas come and go, with limited success, and they have lost their belief in the power of change
      Implementation has been sub-standard, leaving people unsure of what is happening, or feeling excluded
      They aren’t given the opportunity to learn the skills needed to adapt, nor is there adequate mentoring and support
    • 10. Some people find it hard to change old habits
      The change is too big a leap for them
      They may fear they do not have the capabilities to execute the change
      They have not grasped/understood what is expected
      Some people are scared to ‘take a risk’ and fear doing things in new ways
    • 11. A Harvard University study of 2005 found that;
      25% of people were against change
      25% of people were in favour of change
      50% of people were in favour of change provided two conditions were met;
      1. They received timely and accurate information
      2. The process was, and was perceived to be, fair and transparent
      From; How to make good people great leaders, Nowak 2007
    • 12. Responding to resistance
      Collaboration on vision, goals/targets and strategies
      Clear and timely communication
      Clear rationale for change, evidence based
      Implementation plan with incremental steps
      Professional learning
      Mentoring and coaching
      Clear expectations
      Accountability mechanisms
      Positive and constructive feedback
    • 13. Purpose of giving constructive feedback
      Two key purposes;
      To improve teaching practice and build teacher capacity
      To build high performing teams and positive working relationships
    • 14. Activity 1
      In groups of 3 brainstorm what you think are the characteristics of constructive feedback.
      Agree on the 3 most important of these.
      Share them with the whole group.
    • 15. Constructive Feedback
      Is done in a way which is respectful and builds positive relationships
      Is timely and put in context
      Is private and confidential , unless agreed otherwise
      Is clear and focussed/explicit
      Is solution oriented/provides a way forward
      Is balanced with positive feedback
      Is incremental in its expectations
    • 16. Beliefs
      People have a need to believe that they are O.K.
      People have the capacity to learn from their experiences
      Most people want to contribute and to be acknowledged
      Most people want to get better and better at what they do
      People benefit from a values driven workplace
      People thrive in an environment of high but achievable standards and expectations
    • 17. Stages of skill development
      Unconsciously unskilled____ unaware of lack of skill or knowledge
      Consciously unskilled _____ aware of need for learning of skill
      Consciously skilled ______ practice, feedback, learning phase
      Unconsciously skilled ______ mastery, part of skill repertoire
    • 18. Activity 2Memories of getting feedback
      Think about a time when you received positive or constructive feedback that increased your self-esteem and motivation and consider the following;
      Describe what it was about the way the feedback was given that created the positive effect.
      What impact did this feedback have on your feelings and subsequent behaviour?
    • 19. Constructive feedback can help us learn something about ourselves and help us to improve our work performance and interpersonal skills
      Thoughtless criticism often damages working and interpersonal relationships
    • 20. Activity 3
      At your table consider what you think ‘gets in the way’ of giving and receiving constructive feedback.
      Agree on the three most common things.
      Share these with the whole group.
    • 21. Guidelines for giving constructive feedback
      Prepare for the feedback discussion
      Focus the feedback on the performance/behaviour of the person not on personality
      Base the feedback on actual observations/experiences not on assumptions or inferences
      Use description rather than evaluation
      Be specific and concrete rather than general and abstract
    • 22. Focus feedback on the present or recent not the past
      Share information rather than give advice
      Try to provide alternatives/options rather than one best path
      Stay focussed and specific ; don’t try to provide feedback on everything
      Ensure suggestions are within the capabilities of the other person ;incremental changes, not huge leaps
      Get the person to summarise the main points of what you have said
      Listen openly to what the other person has to say
      Discuss possible solutions and next steps
    • 23. Classroom observations
      Be clear on the purpose/positive intent
      What’s the focus;
      teacher behaviours
      student behaviours
      best practice/preferred practice
      particular techniques/strategies
      communication exchanges
      other
    • 24. What’s the context of the observations;
      one-off/ a series
      related to specific professional learning
      invited/contractual
      peer to peer/triads/instructional rounds
      knowledge/skill base of observers
    • 25. What’s the nature of the feedback?
      behavioural observations
      objective/subjective
      evaluative
      positive feedback
      constructive feedback
    • 26. The use of pro-formas;
      involve teachers in the development of these and relate them to the purpose, focus, context and nature of the observations
      hasten slowly
      discuss and review often
    • 27. Feedback for building effective teams and building positive working relationships
      Common characteristics of effective teams
      handout
      discussion
    • 28. Key actions for giving constructive feedback
      Convey your positive intent
      Describe specifically what you have observed/experienced
      State the impact of the behaviour or action on you and/or the team
      Ask the other person to respond
      Focus the discussions on solutions
    • 29. Conversation starters
      Let’s talk about what just happened.
      How are you doing with ....?
      I would like to make a time to talk to you about ....
      I know we are both interested in ..... so can I talk to you about ....?
      You seem to have a lot on your mind.
      Is there something bothering you?
      Is there something you would like to talk about?
      Let’s take time to clarify ....
      Let’s take time to review ....
    • 30. Key action 1Convey your positive intent
      Guidelines
      Mentally prepare to give feedback
      Choose a time when the other person is likely to be receptive to what you have to say
      Briefly state what you would like to cover
      Point to a common goal
      Avoid placing blame
    • 31. Key action 2Describe specifically what you have observed
      Guidelines
      Be brief and to the point
      Focus on behaviours and actions not on the person
      Limit your feedback to one issue at a time
      Avoid using ‘you’ as much as possible
    • 32. Key action 3State the impact of the behaviour or action
      Guidelines
      Link the behaviour or action to important goals like meeting deadlines, teamwork, modelling our values, improved student outcomes
      If appropriate, state the impact on you and others
      State only one or two of the most significant consequences
      Maintain an objective tone
    • 33. Key action 4Ask the other person to respond
      Guidelines
      Pause to encourage the other person to speak
      Ask open ended questions
      Listen objectively to what the other person has to say
      Summarize the other person’s key points to show your interest and confirm your understanding
    • 34. Key action 5Focus the discussion on solutions
      Guidelines
      Ask questions to explore possible solutions
      Ask directly for changes or help you want
      If you are making suggestions avoid coming across as an expert
      Be willing to change you own behaviour to contribute to a solution
      Manage your own expectations about what it will take for a solution to work
    • 35. What if?
      What if the other person doesn’t think there is a problem?
      Restate positive intentions, observations and impact to establish the need for a change
      Agree to talk after the person has had time to think about the situation
      Use neutral, objective language
      Remain calm and focussed
    • 36. What if?
      What if the other person becomes defensive?
      Listen calmly
      Acknowledge the other persons concerns
      Agree with what you can
      Allow time for the other person to calm down
      Be open to new information
      Stay focussed on solutions
    • 37. What if?
      What if the other person says he or she can’t do anything differently right now?
      Focus on small next steps
      Try to get agreement on a trial solution
      Offer coaching, training, support
      Agree on a time to revisit the issue in the near future
    • 38. Requesting feedback
      People in leadership positions rarely receive explicit, timely, constructive feedback
      Issues of authority/status often inhibit a two-way flow of constructive feedback
      Leaders need to invite/request feedback from trusted and valued colleagues
      Leaders need to make explicit the areas they would like feedback on
      Establish clear parameters /a framework
    • 39. Possible areas for feedback
      Verbal communication skills in different contexts
      Written communication skills
      Decision making skills
      Strategic thinking and planning skills
      Problem solving and conflict resolution skills
      Public image/presentation style
      Organisation skills
      Behavioural style under stress or pressure
      Maintaining focus on the main game
    • 40. Techniques for receiving constructive feedback
      Focus on the content, not on the person.
      Listen calmly and attentively.
      Clarify the feedback.
      Acknowledge the other person’s views or concerns
      Avoid defending or over explaining.
      Welcome suggestions.
    • 41. After receiving constructive feedback:
      Ask for feedback regularly.
      If in doubt about the merit of the feedback, check with others.
      Evaluate feedback you receive and decide what changes you can make.
      Let people know when you implement changes that stem from the feedback they gave you.
    • 42. Concluding comments
      Giving and receiving constructive feedback can be a powerful and positive learning experience if it is done well and with the right intentions.
      If you can’t be positive or constructive then it is better to say nothing.
      Practice and reflection will help you to do it more effectively and in a way which causes you and others less discomfort and distress.

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