This document discusses creating a culture of feedback in the workplace. It begins by defining feedback and exploring how and how often teachers give and receive feedback. It emphasizes the importance of feedback for development and outlines strategies for creating regular, effective feedback practices. These include making feedback immediate, focused on observable behaviors, and a two-way process to keep communication open. The document provides tips for overcoming resistance to feedback, such as training and leading by example. It suggests formalizing feedback as part of annual reviews and using systems like peer observation to structure feedback opportunities.

1. CREATING A CULTURE OF FEEDBACK
Andy Hockley
LAMSIG/Yasar Conference,
Izmir
3rd May 2013

2. AGENDA
 What is feedback?
 Importance of feedback
 Effective feedback
 Creating a culture of feedback
 Conclusion and (of course) feedback
adhockley@gmail.com

3. WHAT IS FEEDBACK?
Think of the classroom
 In what ways do/did you give feedback to your
students?
 In what ways do/did you receive feedback from your
students?
In groups of 3 / 4 brainstorm the ways that you give and
receive feedback in the classroom

4. HOW OFTEN DO YOU GIVE FEEDBACK?
 “Supposedly once a week”
 “Once a year”
 “At the Christmas party”

5. JOHARI WINDOW
UnknownFaçade
Not known to
others
BlindspotArena
Known to Others
Not known to selfKnown to Self

6. IMPORTANCE OF FEEDBACK
Feedback serves the following functions for the
receiver:
Helps to form their self-concept
Reduces uncertainty about whether their behaviour
is on track
Signals which goals are most important
Helps them to master their environment and feel
competent.
Part of CPD!

7. CREATING A “CULTURE OF FEEDBACK”
Communication is vital in the learning organisation – by
being open to feedback we are more likely to keep
those channels of communication open and ensure that
communication is ongoing and multidirectional.

8. IMMEDIATE FEEDBACK
Providing immediate feedback gives:
Employee an opportunity to improve
Ensures that the appraisal is not a surprise
Keeps the employee-manager channel of
communication open

9. EFFECTIVE FEEDBACK …
 is heard by the receiver (ie they do not get
defensive, and can actually understand
clearly what is being said) ;
 keeps the channels of communication open
and the relationship between the giver and
receiver strong (not necessarily without
conflict);
 ensures that feedback is not avoided in the
future

10. PORTER'S 13 CRITERIA FOR EFFECTIVE
FEEDBACK
1. Describes the behaviour that led to the feedback
(without judgement)
2. Comes as soon as possible after the behaviour
3. Is addressed directly from giver to receiver
4. Is “owned” by the giver

11. PORTER'S 13 CRITERIA FOR EFFECTIVE
FEEDBACK
5. Doesn't include speculation about the receiver's
motives for the behaviour
6. Is checked for clarity
7. Asks relevant questions which seek information (and
which the receiver knows why they are being asked)
8. Specifies consequences of the behaviour (either
present or future) (no vague generalisations or
“shoulds”)

12. PORTER'S 13 CRITERIA FOR EFFECTIVE
FEEDBACK
9. Refers to things which the receiver has control over
10. Recognises that feedback is a process and an
interaction (not point scoring or game playing)
11. Acknowledges the receiver's right to have whatever
reactions he or she has
12. Addresses the fact that it is a process and if
necessary, deals with the need to improve the process
while it is going on

13. AND FINALLY...
13. Is solicited or somehow desired by the
receiver 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. PRAISE?

15. Cultural Considerations

16. Benefits:
Employee involvement
Positive reinforcement of the leader (if merited!)
Increased interest in feedback
Improved communication between leaders and
others
Steps towards organizational culture change
Additional sources of input into the performance
appraisal process
360º FEEDBACK

17. Potential pitfalls:
Retribution
Defensiveness and denial
Conflicting ratings
Lowered self-esteem
Game playing
Time and money
Increased expectations coupled with lack of change
360º FEEDBACK

18. WHY DON’T WE ASK FOR FEEDBACK?
1. Fear of consequences from superiors
2. Fear of negative association
3. Fear of what we might hear
4. Fear of the person giving the feedback

19. SOME SUGGESTIONS
1. Organise training – giving and receiving
feedback are skills that need to be learned and
developed
2. As the manager, walk the talk – ask people for
feedback, let people know that you value their
opinion, and want to hear your feedback and that
you see it as an opportunity to develop
e.g. “What did you think of that meeting? Did we
achieve the objectives we set out to? Did we stay
on track?”
3. Don’t expect change to happen overnight

20. SOME MORE SUGGESTIONS
 Formalise it. Make 360 degree feedback part of the
annual appraisal.
 Create systems whereby people have the
opportunity and need to give and receive feedback
(such as peer observation systems)

21. FEEDBACK
1. 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. REFERENCES
Foord, D. “Does My Bum Look Big in This?” LAMSIG
Newsletter 2012
Porter, L., “Giving and Receiving Feedback: It Will Never
Be Easy But It Can Be Better” In NTL Institute, NTL
reading book for human relations training. , ME: NTL
Institute, 1982
White, Hockley, et al “From Teacher to Manager:
Managing Language Teaching Organisations” CUP 2008
For a copy of the slides, please email me at
adhockley@gmail.com