LAC SESSION TOPICS

1. FEEDBACK GIVING
AND RECEIVING

2. The participants will be able to:
Explain the different forms of feedback
1
Identify ways/tips of feedback giving and
receiving.
2
.
Appreciate the importance of feedback in the
organization
3

3. Activity:
Toss Me Some Feedback
Materials Needed:
 Balls, blindfolds,
stopwatch, masking tape
and plastic buckets
(empty boxes can also be
used)

4. 1
•Each team needs to select a tosser, a retriever, a
scorekeeper and an assistant. The aim of the
challenge is for the team to score as many points as
possible in the time provided.
2
•Tosser: Blindfolded and stands behind the start line.
They must attempt to throw as many balls in the
bucket possible.

5. 3
Retriever: Retrieves the balls and
throws it back to the assistant.
4
Assistant: Gives the ball back to
the tosser.

6. 5
Scorekeeper: Adds up the
successful tosses (score).
6
One point is scored for every ball the tosser
gets into the bucket. As long the ball bounces
into the bucket first, it will still count as a point.

7. Group 1: No talking.
The tosser tries to score as many points as possible
without instruction from their team.
Group 2: Limited Instruction
The team can only instruct their tosser with either
a “yes” or “no” but nothing else. The tosser tries to
score as many points as possible with limited
feedback.

8. Group 3: Full Instruction
The team are free to coach their tosser by
providing any helpful information. The tosser tries to
score as many points as possible with extensive
feedback from their team.

9. Questions:
How do you feel when you are not
allowed to give any instruction?
1
How do you feel when you only can
give limited instruction?
2
.
How do you feel when you can
give full instruction?
3

10. Video on Feedback Giving and
Receiving

11. Questions:
Why feedback is crucial?
1
What are the tips in giving
feedback?
2
.
What are the tips in receiving
feedback?
3

12. Feedback is meant to be
positive since its goal is to
encourage continued good
performance or to improve
current performance or
situation.
When good feedback is given,
it builds, trust, establishes
open communication and
rewards good performance.
It must be helpful to the recipient.

13. Tips to help you give better
feedback:
 Ask permission first.
"I would like to share some
observations with you from the
meeting this morning. Would that
be OK with you? When would be a
good time?"

14. Be clear about your
intentions.
Tips to help you give
better feedback
 Look for the good intentions.
Be clear about your
intentions.

15. “Stop
saying yes to
everyone! You
are driving
yourself crazy
and driving us
crazy too!“
“I can see you
want to help
people, but does
it get to be too
much for you
sometimes?"

16. To let the other person understand
what you are saying, you should
remember that:
1. Feedback should be specific rather
than general.
2. Focus on recent examples of
behavior for a person to recall the
situation vividly.

17. Tips on giving feedback:
 Provide comments based on
previously set objectives and
expectations.
 Avoid generalizing, exaggerating or
giving emotional accounts.
 Be specific by giving an actual
example
 Begin with positive feedback.

18. Tips on giving feedback:
 Focus on the specific behavior
or situation the person can
change or improve.
 Give the person an opportunity
to explain.
 Include observations on
constructive behaviors as well
as negative ones.
 Summarize and express
support.

19. Tips on receiving
feedback:
 Approach feedback as a
partnership not a debate.
 Listen carefully to what is
being presented
 Be as open as possible to
feedback you are hearing.
 It is helpful to take notes if
possible.

20. Tips on receiving
feedback:
 If you need a clarification, don’t
hesitate to ask for specific examples
 Do your best not to defend, or justify
your behavior, but feel free to
present your reactions as information
back to the observer.
 Seek balance between positive and
negative feedback. If your only get
one, ask for the other.

21. Three things are essential in
getting acceptance:
 There should be trust among the
giver and the receiver.
 Giver’s tone of voice/facial
expression/ choice of
words/everything should radiate the
message “I value you and I really
want to help you” to the receiver.
 Feedback giver should be descriptive
rather than evaluative.

22. The 3 main forms of feedback:
 Summarizing: allows though
collection on both sides, develops
control, allows for objections and
misunderstandings to be clarified.
 “Let me summarize our discussion so
far.”
 “Let me summarize what I have just
said.”

23. The 3 main forms of feedback:
 Clarifying: demonstrates your
good intentions, should show
that your are listening, shows
interest and allows for
corrections.
 “Would I be right thinking
that...”
 “What you seem to be saying
is...”
 “Do you therefore feel that …”

24. The 3 main forms of feedback:
 Interpreting: trying to express what
you think the other person is trying
to say or express the feelings that lie
behind the facts.
 “Would it be true that you do not get
on well with ____?”

25. Application:
How will you respond to this scenario?
Act it out.
Scenario 1:
You facilitated a meeting, then one of
the teachers never takes any notes as
you speak. She keeps checking her
phone and also her Facebook on her
laptop. You notice that she is doodling
on her notepad.

26. Application:
Scenario No. 2
You are part of a team that is
preparing a presentation for a major
conference. The final meeting on the
presentation is this morning at 9 a.m.
There are four participants: Mia, Julio,
James and yourself. The three of you
arrived on time except Mia.

27. Application:
Scenario No. 2
You continue to wait for Mia to arrive
so you can begin. No one has heard
from her. You are getting irritated and
feeling anxious. At 9:20, all of you are
fidgeting and decide to begin. At 9:23,
Mia arrives with no apology or
explanation.

28. Application:
Scenario no. 3
You’re presiding a meeting with your
co-teachers, brainstorming ideas for a
big upcoming project. Most of your co-
teachers’ ideas are being rejected by
you due to lack of substance. Then a
teacher stood up and expressed his
disappointment for rejecting the idea
she presented.

29. A lesson on the sand castle…
A rabbi was watching
two children, a boy
and a girl, build a
sandcastle with
everything a good
castle needs. Just
when it looked as if
the castle might be
finished.

30. A lesson on the sand castle…
A big wave came
unexpectedly and
knocked it down.
Kushner says he fully
expected tears from
the children. He was
surprised when they
laughed, grabbed
hands, and move off
to more stable ground
to build another
castle.

31. Here is the lesson he learned:
“All the things in our lives, the complicated
structures …we spend so much time and
energy creating, are built on sand. Sooner
or later, the wave will come along and
knock down what we have worked hard to
build up. When that happens, only the
person who has somebody’s hand to hold
will be able to laugh. Only relationships to
other people endure. ”
- Harold Kushner