Motivational interviewing is a counseling technique used to encourage behavior change by helping subjects identify personal reasons for making changes. It is based on the stages of change model and involves expressing empathy, developing a discrepancy between current behavior and goals, avoiding argumentation and rolling with resistance, and supporting self-efficacy. The core principles include expressing understanding of the subject's perspective, creating an awareness of how current behaviors do not align with goals, shifting perspectives when met with resistance rather than confronting, and emphasizing the subject's ability to change.

1. www.humanikaconsulting.com

2. for the Next 90
Minutes
• Identify the characteristics of effective feedback.
• How to effectively give negative feedback without building
resistance.
• How to structure feedback so subjects remember the information.
• How to use the principles of motivational interviewing in your
feedback to encourage subject learning.
• Creating targeted feedback that builds self-confidence and
promotes greater cooperation in the classroom or workplace.
Perry C. Francis, Ed.D. 2

3. Traditional approach (1)
• Change is motivated by
discomfort.
• If you can make people feel
bad enough, they will
change.
• People have to “hit bottom”
to be ready for change
• Corollary: People don’t
change if they haven’t
suffered enough

4. Traditional approach (2)
If the stick is big enough,
there is no need for a carrot.
You better!
Or else!

5. Traditional approach (3)
Someone who continues to use
is
“in denial.”
The best way to “break
through” the
denial is direct confrontation.

6. Another approach: Motivating (1)
• People are ambivalent about
change
• People continue their bad habit
because of their ambivalence
• Resolving ambivalence in the
direction of change is a key
element of motivational
interviewing

7. Another approach: Motivating (1)
Motivation for
change can be
fostered by an
accepting,
empowering,
and safe
atmosphere

8. Why don’t people change?

10. WHAT DOES THIS LOOK LIKE:
IDENTIFYING THE CHARACTERISTICS OF EFFECTIVE
FEEDBACK.
Looks really do matter…
10

11. What is Purpose of Feedback
• Promote learning
▫ Offering new information to replace
outdated or incorrect information.
• Promote Behavior Change
▫ To reinforce what is done well by a
subject.
▫ Help subject change unproductive
behavior.
• Promote Trust
▫ To offer information in respectful
fashion that promotes the value of
the person and reinforces learning.
Perry C. Francis, Ed.D. 11

12. What is Purpose of Feedback
• Feedback is about
▫ Providing the subject insight about
the information, skills, & behaviors
desired in the organization (college or
university) to accomplish the mission
(learning the material and/or changing
behavior) to achieve the goals
(graduation) and find employment.
▫ Creating an environment where
the subject feels safe to ask for
help and information.
▫ Creating a respectful learning
environment.

16. Two Basic Forms of Feedback
• Formative
▫ Gives information to
instructors & subjects about
how subjects are doing
relative to course learning or
behavior change goals.
▫ The formative assessment
“script” reads like this:
 What knowledge or skills do I
aim to develop?
 How close am I now?
 What do I need to do next?
Perry C. Francis, Ed.D.

17. Two Basic Forms of Feedback
• Summative
▫ Provides the subject with information
about how he/she did mastering the
information or making the requested
change in behavior.
 For example, did the subjects learn what
they were supposed to learn after using the
instructional module.
• Summative feedback/evaluation is
typically quantitative, using numeric
scores or letter grades to assess
learner achievement.
Perry C. Francis, Ed.D. 17

18. Examples…
• Formative Feedback
▫ Enrique, let me give you some ideas on how to
improve your paper…
 Two specific examples where it can be improved
 Four specific examples where Enrique was doing well
• Summative Feedback
▫ Enrique, your earned a B- on your paper. Let me point
out specifically the two areas that lowered your grade
and several areas that you did well on…
Perry C. Francis, Ed.D. 18

19. When Feedback Goes Wrong
• Creates defensiveness
in subjects
• Impacts classroom
climate
• Inhibits learning
• Poor
course/instructor
evaluations

21. Effective Feedback
• Effective feedback is specific, not general.
• Effective feedback always focuses on a specific
behavior or actions, not on a person or their
intentions.
• The best feedback is sincerely and honestly
provided to help.
▫ People will know if they are receiving it for any other
reason.
Perry C. Francis, Ed.D. 21

23. Effective Feedback
• Successful feedback describes actions or
behaviors that is under the control of the
individual.
• Feedback that is requested is more powerful.
▫ Build in permission to provide feedback, even if
permission is not necessary.
▫ Say, “I'd like to give you some feedback about the
presentation, is that okay with you?”
Perry C. Francis, Ed.D. 23

25. Effective Feedback
• Effective feedback involves the sharing of
information and observations.
▫ It does not include advice unless you have permission
or advice is requested.
• Effective feedback is well timed.
▫ Whether the feedback is positive or negative, provide
the information as closely tied to the event as possible.
Perry C. Francis, Ed.D. 25

27. Effective Feedback
• Effective feedback involves what or how
something was done, not why.
▫ Asking “why” is asking people about their motivation
and that provokes defensiveness.
• Check to make sure the other person understood
what you communicated
▫ Use a feedback loop, such as asking a question or
observing changed behavior.
Perry C. Francis, Ed.D. 27

29. Examples…
• Ineffective Feedback
▫ Mr. Smith, you are talking over everyone else during class
discussion…why are you doing that… you know the class
discussion rules.
• Effective Feedback
▫ Mr. Smith, I have noticed that when you participate in class
discussion, you are talking over everyone else. It would be
helpful to the whole class if you waited until others have
stopped speaking. Additionally, what you have to say is
very good…on target, and matches the class readings.
Perry C. Francis, Ed.D. 29

30. Effective Feedback
• Effective feedback is as consistent as possible.
▫ If the actions are great today, they’re great tomorrow.
▫ If the classroom behavior merits discipline, it should
always merit discipline.
• Effective feedback is offered privately.
▫ Never single anyone out for embarrassment
Perry C. Francis, Ed.D. 30

32. STRUCTURING FEEDBACK:
HOW TO STRUCTURE FEEDBACK SO SUBJECTS REMEMBER THE
INFORMATION.
&
HOW TO EFFECTIVELY GIVE NEGATIVE FEEDBACK WITHOUT
BUILDING RESISTANCE FROM SUBJECTS.
The Order Really Does Matter…
Perry C. Francis, Ed.D. 32

33. Structuring Feedback
When people are given both positive and
negative feedback, what do they remember?
A. Both the Positive & Negative Equally
B. Mostly the Negative feedback
C. Mostly the Positive feedback
D. My subjects generally don’t listen when I speak!
Perry C. Francis, Ed.D. 33

34. Structuring Feedback
• People will mostly remember the NEGATIVE
feedback.
▫ People generally do not deeply consider praise.
▫ People remember criticism in significant detail.
Perry C. Francis, Ed.D. 34

35. Structuring Feedback
• Remember, even if you offer equal amounts of
positive and negative feedback to a subject, it
will still feel negative over all.
– Concept of “hedonic asymmetry”
• Brain is optimized to identify and respond to bad
experiences first and seek to resolve them (survival).
• Good news can wait once threat is averted.
Perry C. Francis, Ed.D. 35

36. Structuring Feedback
• The 90/10 rule…
– People generally focus on
the 10% of their lives that
are going wrong and
overlook the 90% of their
lives that are going normal
or well.
Perry C. Francis, Ed.D. 36

37. The Feedback Sandwich
• Many have been taught to sandwich
negative criticism between positive
remarks.
Problems with the Feedback
Sandwich:
1. The criticism blasts the first
positive comments out of the
receiver’s brain.
2. The receiver then thinks hard
about the criticism which drives
it into memory.
3. The receiver is now on guard
for more criticism and cannot
hear the positive comments
that end the cycle.
Perry C. Francis, Ed.D. 37

38. A Better Structure for Feedback
• Briefly present a few negative remarks
followed by a long list of positive remarks.
▫ This can be hard…coming up with positives can
take work
▫ Provide as much detail as you can
 Reason: Positive feedback is harder to remember. People
generally scrutinize & remember criticism and gloss over
positive remarks.
Perry C. Francis, Ed.D. 38

39. Order a Different Sandwich…
• Go from this…
“You have a great writing and presentation style…at
the same time, I can really see some areas for
improvement.
Suggestion # 1
Suggestion # 2
I also think the content of what you presented is
good.”
Perry C. Francis, Ed.D. 39

40. Order a Different Sandwich…
• To this…
“Let’s take a look at your written report &
presentation…two areas to focus on are…
Specific Example 1 & 2
Some strong areas were…
Great attention to the details of the report, for example…
Your presentation brought home the fact about…
You matched the learning goals with the points in the
presentation…
You sustained eye contact with your audience.”
Perry C. Francis, Ed.D. 40

41. Structuring Negative Feedback
• When giving negative feedback
– Be clear!!
– Focus on things that can be changed or controlled
by the receiver.
– Present a clear and constructive way to change
the behavior or acquire new knowledge.
Perry C. Francis, Ed.D. 41

42. Presenting Positive Feedback
• Generally when people are receiving positive
praise & feedback…
▫ Heart rate slows
▫ Blood pressure lowers
▫ Adrenaline levels decrease
▫ Muscles relax
▫ It also becomes less memorable.
Perry C. Francis, Ed.D. 42

43. Presenting Positive Feedback
• To make positive feedback more memorable:
1. Give positive feedback that is unexpected.
2. Give feedback that creates positive, esteem
boosting nicknames.
3. Give feedback that rhymes or has prose
(supports memory).
Perry C. Francis, Ed.D. 43

45. HOW TO GIVE CONSTRUCTIVE
FEEDBACK

46. TIMING
.
Make sure the time is right. The sooner the
better, but if you're upset about the
situation - or your employee is - take a
"time-out."

47. CHOOSE YOUR
WORDS.
Saying, "You need to do..." or "You're not
doing this properly," can put the receiver on
the defensive from the get-go.
Instead, say "I noticed that..." or "I
understand that..." Beginning feedback
phrases this way discusses the action or
behaviour that needs to be changed, not the
person.

48. START WITH THE POSITIVE
Positive feedback acknowledges good
contributions and work well done. Give specific
examples of what the receiver did well.
Let the receiver know the positive impact their
contributions had on the department or
organization so they understand the results - this
also lets them know that you see it and appreciate
it.

49. BE DESCRIPTIVE AND
TALK ABOUT THE FACTS.
.
Discuss what happened, not how you feel
about what happened. Focus on the situation,
describe it, and stay objective.
Give a reason why it's an issue and state the
impact it had on the rest of the staff, the
organization, or the customer.

50. COLLABORATE TO COME UP WITH
IDEAS FOR IMPROVEMENT
It's not up to you to come up with all the solutions by yourself
- although you can offer suggestions that you think would be
helpful.
Make a point of involving the recipient in this crucial part of
the feedback process. This way, the recipient has some
involvement in decision-making, which will result in a
greater commitment to see that it's implemented.

52. A DIFFERENT TOOL FOR GIVING
FEEDBACK: HOW TO USE THE PRINCIPLES OF
MOTIVATIONAL INTERVIEWING IN YOUR FEEDBACK TO
ENCOURAGE SUBJECT LEARNING
The Use of Motivational Interviewing
Perry C. Francis, Ed.D. 52

53. Motivational Interviewing & Feedback
• Counseling technique used to help people
identify personal reasons for undertaking the
hard work of behavior change.
• Based on the stages of changes model of
behavior change (Prochaska & DiClemente, 1982).
Pre-comtemplation, Contemplation, Preparation,
Action, & Maintenance
Perry C. Francis, Ed.D. 53

54. What is MI for Feedback
• A client-centered, semi-directive method of
engaging intrinsic motivation to change behavior
by developing discrepancy and exploring and
resolving ambivalence within the client.
• The core approach to MI is focused on the
“helper” being in a stance of trying to connect
and find the right stance or approach for each
given situation.
• MI discusses three key stances which can be
used. These are….
Perry C. Francis, Ed.D. 54

55. What We Can Learn From MI
Perry C. Francis, Ed.D. 55
Listening /
Reacting
Guiding
Directing /
Informing

56. Motivational Interviewing & Feedback
Overview of Motivational Interviewing
Express Empathy
Develop Discrepancy
Avoid Argumentation
Roll with Resistance
Support Self-Efficacy
Perry C. Francis, Ed.D. 56

57. To Review
• Review the criteria used for the feedback.
• Engage the subject in his/her own self-
evaluation.
• Offer your feedback…
▫ Structure with a few negative and several specific
positive.
• Check for Understanding.
Perry C. Francis, Ed.D. 57

58. To Review
• If met with resistance…
▫ Express understanding and role with resistance.
 Avoid argumentation
▫ Identify discrepancy
 Where does the subject think s/he is
 Where does s/he think s/he needs to be
▫ Identify, using the criteria in syllabus, a plan to get to
goal.
Perry C. Francis, Ed.D. 58

59. Principle 1: Express empathy
• The crucial attitude is one of acceptance
• Skilful reflective listening is fundamental to the
client’s feeling understood and cared about.
• Client ambivalence is normal; the clinician should
demonstrate an understanding of the client’s
perspective
• Labelling is unnecessary

60. Example of expressing empathy
I am so tired
that I cannot
even sleep…
So I drink some
wine.You drink wine
to help you
sleep.
…When I wake
up…I am too late
for work already…
Yesterday my
boss fired me.
So you are
concerned
about not
having a job.
...but I do not
have a
drinking
problem!

61. Principle 2: Develop discrepancy
• Clarify important goals for the client
• Explore the consequences or potential
consequences of the client’s current
behaviours.
• Create and amplify in the client’s mind a
discrepancy between current behaviour and
life goals

62. Example of developing discrepancy
Well…as I said, I
lost my job
because of my
drinking
problem…and I
often feel sick.
I only enjoy having some drinks
with my friends…that’s all.
Drinking helps me relax and
have fun…I think that I deserve
that for a change…So drinking has
some good things
for you…Now tell me
about the not-so-
good things you
have experienced
because of drinking.

63. Principle 3: Roll with resistance
• Avoid resistance
• If it arises, stop and find another way to proceed
• Avoid confrontation
• Shift perceptions
• Invite, but do not impose, new perspectives
• Value the client as a resource for finding solutions to
problems

64. Example of NOT rolling with resistance
You do not have
the right to judge
me. You don’t
understand me.
I do not want to stop
drinking…as I said, I do not
have a drinking problem…I
want to drink when I feel like it.
But, Anna, I think it
is clear that
drinking has
caused you
problems.

65. Example of rolling with resistance
That’s right, my
mother thinks that I
have a problem, but
she’s wrong.
I do not want to stop
drinking…as I said, I do not
have a drinking problem…I
want to drink when I feel like it.
You do
have a
drinking
problem
Others may think
you have a
problem, but you
don’t.

66. Principle 4: Support self-efficacy
• Belief in the ability to change (self-efficacy) is
an important motivator
• The client is responsible for choosing and
carrying out personal change
• There is hope in the range of alternative
approaches available

67. Example of supporting self-efficacy
I hope things will
be better this
time. I’m willing to
give it a try.
I am wondering if
you can help me. I
have failed many
times.
Anna, I don’t think you
have failed because
you are still here,
hoping things can be
better. As long as you
are willing to stay in the
process, I will support
you. You have been
successful before and
you will be again.

68. OARS
The OARS are the skills that can be used by
interviewers to help move clients through
the process of change.
Open-ended questions
Affirmation
Reflective listening
Summarising

69. OARS: Open-ended questions
• “Are there good things about using?” vs.
–“What are the good things about your substance use?”
• “Are there bad things about using?” vs.
–“Tell me about the not-so-good things about using”
• “Do you have concerns about your substance use?” vs.
–“You seem to have some concerns about your substance use.
Tell me more about them.”
• “Do you worry a lot about using substances?” vs.
–“What most concerns you about that?”
Close Versus Open-ended questions:

70. OARS: Affirmation
• “Thanks for coming today.”
• “I appreciate that you are willing to talk to me about
your substance use.”
• “You are obviously a resourceful person to have
coped with those difficulties.”
• “That’s a good idea.”
• “It’s hard to talk about....I really appreciate your
keeping on with this.”

71. OARS: Reflective listening
Reflective listening is used to:
• Check out whether you really understood the client
• Highlight the client’s ambivalence about their substance use
• Steer the client towards a greater recognition of her or his
problems and concerns, and
• Reinforce statements indicating that the client is thinking
about change.

72. OARS: Summarize
Summarizing is an important way of gathering
together what has already been said, making
sure you understood the client correctly, and
preparing the client to move on. Summarising
is putting together a group of reflections.

73. Questions
Perry C. Francis, Ed.D. 73

74. References
Brookhart, S. M. (2008). How to give effective feedback to your subjects. Alexandria, VA:
Association for Supervision & Curriculum Development.
Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate
Education.
Motivating Behavior Change. (2011, February). Harvard Mental Health Newsletter 27(8).
Boston: Harvard Health Publications.
Nass, C. & Yen, C. (2010). The man who lied to his laptop: What machines teach us about human
relationships. New York: Current.
Price, M., & O'Donovan, B. (2006). Improving performance through enhancing subject
understanding criteria and feedback. In C. Bryan & K. Clegg (Eds.), Innovative Assessment in
Higher Education (pp. 100-109). London: Routledge, p.107.
Prochaska, J. O., & DiClemente, C. (1982). Transtheoretical therapy: toward a more integrative
model of change. Psychotherapy: Theory, Research And Practice, 19(3), 276-289.
Perry C. Francis, Ed.D. 74

75. For BETTER
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