Effective feedback by kettie m.
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This document defines feedback as information about performance that leads to action to improve performance. It notes feedback should reinforce both effective and areas for improvement. The goals of feedback are development by helping others see how to improve, and affirmation by encouraging behavior. Feedback should be given by anyone in the ministry, be specific about observed behaviors, focus on recent performance, and use a "sandwich" method of positive feedback between areas for growth. The overall purpose is to help others through caring feedback.
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Effective feedback by kettie m.
- 4. Objectives To define feedback To enumerate the qualities of an effective feedback To appreciate the value of feedback To apply the techniques in giving feedback
- 5. WHAT??? Information about performance that leads to action to develop performance It is much about reinforcing effective and strong performance as it is about identifying areas of potential improvement The outcome should be someone who is engaged, energized and motivated to strive for better performance
- 6. WHY??? DEVELOPMENT – purpose is to help the person see how he/she could do a better job next time AFFIRMATION – purpose is to encourage the person and to reinforce the behavior
- 7. WHO??? Any member of the ministry can give and receive feedback From people outside the ministry
- 8. WHEN??? ASAP… as much as possible
- 9. WHERE??? Anywhere where the message can be heard REMEMBER: Praise in public, criticize in private
- 10. HOW??? • Speak only truth – Be descriptive; Focus on observed behavior “I noticed…” “I saw…” “I heard…” Rather than “I think…” “I feel…” “I believe...”
- 11. HOW??? • Speak only truth – Be specific.. Focus on the behavior that the receiver can do something about “….the second reading was read hurriedly.” “….the microphone was too far from your mouth.” “…. the word “blessed” in the responsorial psalm was mispronounced.” Rather than “….you read too fast. ” “….you were not able to adjust the microphone before the mass.” “…. you were not listening during the meeting when the difficult words were being discussed.”
- 12. HOW??? Keep current – Focus on the most recent performance – Do not bring up past mistakes especially those unrelated to current issues
- 13. HOW??? Edify the other party – The goal of instruction is love (1 Timothy 1:15) – Always remember the sole purpose of feedback – to help because we CARE
- 14. HOW??? Think before saying anything – Listen to the person – Put yourself in the other’s shoe – Use the “sandwich” method – whenever possible
- 15. HOW??? Think before saying anything – Listen to the person – Put yourself in the other’s shoe – Use the “sandwich” method – whenever possible
- 16. WHAT’S NEXT? Points for reflection – What do we feel after receiving feedback? – What do we do with the feedback we receive? Is it valid? Can I do something about it? If I cannot do something about it, what could help me improve? – How can I make the other person feel comfortable to give feedback?
- 18. References: http://www.lectorprep.org/lectors_training_joe_moreira.html http://www.greatlectors.com/proclaimingtips.html http://www.thefaithfulword.org/fourguidelines.html Bergquist, W.H., arid Phillips, S.R., (1975) A Handbook for Faculty Development. Council for the Advancement of Small Colleges, Washington D.C.
Editor's Notes
- Start by mentioning what Fr. Ed said in the last meeting re: bringing the unconscious to our consciousnessAsk members to answer the questions by raising their hands
- At some point, our reactions must have been the same as the emoticons when we received feedback in the past
- Perhaps for many, the last time they got feedback was when they were still in training. Though we know that we are not reading to please, more so, to impress people, it feels good when we occasionally get a tap on the back for a job well done. It serves as a reinforcement and makes us repeat a good performance.
- It is solicited rather than imposed. Feedback is most useful when receivers themselves have formulated the kinds of questions that those observing them can answer or when they actively seek feedback.
- Timing is important. Give feedback when the receiver is ready for it.
- It involves the amount of information the receiver can use rather than the amount we would like to give. To overload people with feedback is to reduce the possibility that they may be able to use effectively what they receive.
- It involves sharing of information rather than giving advice. By sharing information, we leave people free to decide for themselves, in accordance with their own goals and needs. When we give advice we tell them what to do, and to some degree take away their freedom to decide for themselves.
- It involves the amount of information the receiver can use rather than the amount we would like to give. To overload people with feedback is to reduce the possibility that they may be able to use effectively what they receive. It involves sharing of information rather than giving advice. By sharing information, we leave people free to decide for themselves, in accordance with their own goals and needs. When we give advice we tell them what to do, and to some degree take away their freedom to decide for themselves. It is solicited rather than imposed. Feedback is most useful when receivers themselves have formulated the kinds of questions that those observing them can answer or when they actively seek feedback.
- Remember to focus on the intention. Thank the person giving feedback.