This presentation aims towards expanding the horizons of understanding the know hows of Giving and Receiving feedback by faculties or academicians.

1. GIVING AND RECEIVING
FEEDBACK
By
Prajakta Basu

2. Feedback Situations

3. WHAT IS FEEDBACK?
• Feedback is probably the best-tested principle in
psychology. [It is] ... Most effective when it is timely,
perceived as relevant, meaningful and encouraging, and
offers suggestions for improvement that are within a
receiver’s grasp (Brown, Bull, & Pendlebury, 1997).

4. • In its most basic form, feedback is an information. A
feedback system, in the context of Performance
technology, is a means of communication whereby
the performer, whether it is an individual or a
group, receives information that guides their future
actions, in order to achieve a desired outcome.

5. THE PYGMALION EFFECT

6. SELF ASSESSMENT…
GIVING & RECEIVING FEEDBACK
For each statement, check “rarely,” “sometimes,” or
“often” to indicate how consistently you use the
described behavior in the workplace.

7. ASSESSMENT TIME

8. SCORING
If you answered most of the questions with “often,” your skills for
giving useful feedback and receiving feedback effectively are well
developed.
If you answered a number of questions with “rarely” or
“sometimes,” you are one of several and your feedback skills could
probably use
further development.

9. COMPONENTS OF FEEDBACK
• "Improper guidance and feedback are the single largest
contributors to incompetence in the world of work, and a
principal culprit at school".
-- (Gilbert, 1978, p. 91)

10. LET’S PLAY
DIVIDE THE GROUP IN TEAMS OF
TWO
TEAM A
TEAM B

11. INSTRUCTIONS
•In the pairs one of the participants is assigned the letter name A and the
other is assigned the letter name B.
•The seating for this game are pairs of chairs that are placed around the room
giving the participants the room to spread out. The chairs have their back to
each other. So when participants are seated they will have their backs to each
other.
•All the 'A's in this training game are given the figure on a paper.
•The 'B's in this game are given an empty sheet of paper and a pen or a pencil.
•The 'A's are expected to communicate to 'B' the figure in their hands so that
the 'B's are able to draw an exact replica on the sheet given to them.

12. REFLECTION TIME
•
• THE EUREKA EXPERIENCE
• FOR ME …………….

13. FEEDBACK IS AN OCCASSION
• To express appreciation
• To encourage dialogue
• To share information
• To guide reflection
• To clarify expectations
• To advise
• To explore new directions
• To mentor
• To identify emerging leaders
• To promote excellence
• To jointly plan for future

14. ARE WE DIFFERENT FROM OUR STUDENTS?
Feedback is...
FOR STUDENTS
• Part of the learning process
• Based on learning objectives
• Appropriate learning
environment & opportunities
• Objective
• Timely
FOR FACULTIES
• Part of the academic and career
developmental process
• Based on clear expectations
• Appropriate academic
environment and opportunities
• Objective
• Timely

15. ARE WE DIFFERENT FROM OUR STUDENTS?
Feedback is...
• Valued by the learner/ faculty
• Positive & reinforcing feedback is easy to give (and receive)
• Corrective and constructive feedback is harder to give (and receive)
• Continuum between formative and summative
• Due process is important

16. TYPES OF FEEDBACK
•Formative
•Summative
•Positive and reinforcing
•Corrective and constructive

17. EFFECTIVE FEEDBACK: GENERAL GUIDELINES
• Should be viewed as a “normal” component of faculty life: expected
and routine
• Performance criteria should be clear- goal directed
• Specific behaviors and aspects of performance – focuses on acts not
attitudes
• Non judgmental language (Use “I” statements)
• Limited in quantity
• Bi-directional dialogue rather than Chair/Chief-led transmission of
information only
• Includes plans for future change

18. THE CRAIN MODEL OF CONSTRUCTIVE FEEDBACK
• Context (Individualized)
• Review (Common understanding)
• Action (Performance)
• Impact (Positive or negative)
• Next steps (Action Plan)

19. THE DOS OF GIVING EFFECTIVE FEEDBACK
Plan ahead
Come prepared
Ensure the recipient comes prepared
Use objective information
Be specific
Be timely and regular
Commit to regulated honesty
Accept to receive feedback
Ensure privacy
Take the necessary time
Do a lot of listening (80-20)
Develop future goals and plans collaboratively
Be concrete and specific
Ensure expectations are clear and understood
Value and reinforce the relationship
Document the process

20. THE DOS OF GIVING EFFECTIVE FEEDBACK

21. THE DON'TS OF GIVING EFFECTIVE FEEDBACK
Don’t impose your views
Don’t focus only on problems
Don’t focus on personality issues
Don’t include sarcasm or anger
Don’t avoid the difficult situations
Don’t give mixed messages (but...)
Don’t give a long rambling monlogue!

22. WAYS TO GIVE FEEDBACK AND MANAGE YOUR WORK
Co-opt other to give feedback
Have students assess themselves
• What I have been doing?
• How I have been doing?
•How could I improve my approach?
Have students provide feedback for each other
Write a short report for whole group of students
Provide feedback on selected assignment
Design and use assessment charts

23. Rules for Receiving Feedback
Listen carefully to what is being said
People should be receptive to feedback and see it as helpful.
Don’t reject it!
Accept positive feedback…don’t reject it! Accept
negative feedback...don’t reject it!
Avoid arguing or being defensive.
Ask questions to clarify fully and seek examples is useful.
Acknowledge the giver of feedback and show his or her appreciation. The
feedback may not have been easy to give.
Involve mutual good will
receiver should feel that the giver isn’t their enemy
giver needs to want to help receiver develop

24. 7 Things To Remember About Classroom Feedback
• Feedback is not advice, praise or evaluation. Feedback
is information about how we are doing in our efforts to reach a
goal.
• If students know the classroom is a safe place to make mistakes,
they are more likely to use feedback for learning.
• The feedback students give teachers can be more powerful than
the feedback teachers give students.
• When we give a grade as a part of feedback, students often don’t
see past the grade.

25. 7 Things To Remember About Classroom Feedback
• Effective feedback occurs during the learning, when there is
still time to act on it.
• Most of the feedback that students receive about their
classroom work is from other students – and most of that
feedback is wrong.
• Students need to know their learning target – the specific
skill they’re supposed to learn – or else feedback is just
someone telling them what to do.

26. THANK YOU!!!