The document provides guidance on giving and receiving constructive feedback in order to improve outcomes. It discusses establishing moral purpose and ethical leadership, making decisions based on student impact, and acknowledging positive feedback. Guidelines are given for giving constructive feedback, including maintaining respect, focusing on solutions, and asking for responses. Challenges like resistance to change and defensiveness are addressed. Requesting feedback from others as a leader is also covered. The overall message is that constructive feedback done well can be a positive learning experience for improvement.

1. BANYULE NETWORKWorkshop with Joe Corbett22 July 2011GIVING FEEDBACKRequesting and receiving feedback

2. Moral PurposeTo improve the outcomes for every student achievement levels well-being and engagement transitions and pathways

3. Ethical LeadershipIf we know something works better than current practice then we are obligated to do itIf we know something is not working then we are obligated to change itWe must be determined to make powerful learning a reality for every studentChange needs to be evidence based

4. Making DecisionsWhat impact will this decision have on; student achievement student well-being/engagement student transitions and pathways what’s happening in classrooms teacher capacity the learning environment safety and order within the school teacher motivation and well-being

5. FeedbackAcknowledgement and recognition; for a job well done, for going beyond the call of duty, for extra effortPositive feedback; so a person is aware of desired behaviours/practices, so they keep doing it and do more of itNegative feedback; needs to be reframed as constructive feedbackConstructive feedback

6. Constructive FeedbackTo encourage a person to do something differentlyTo modify some behavioursTo stop some behavioursTo encourage a person to try new behaviours/strategiesTo support on going learning

7. Constructive FeedbackConstructive feedback is information that calls attention to a challenge, an opportunity, a problem or a potential problem. Constructive feedback opens a door to learning, problem solving or other follow up action.The key to giving and receiving constructive feedback is maintaining a spirit of mutual respect and learning.It is all about supporting and promoting change

8. Why some people resist change?They may have a different set of values and beliefsTheir education and training has given them a different understanding of the issues involvedThe organisational hierarchy may prevent them from saying or doing anything that indicates resistance to change, so they become ‘silent saboteurs’They may have experienced failure or problems in the past, therefore they may adopt a negative attitude, anticipating further problems

9. They may have become ‘change weary’They have already seen new ideas come and go, with limited success, and they have lost their belief in the power of changeImplementation has been sub-standard, leaving people unsure of what is happening, or feeling excludedThey aren’t given the opportunity to learn the skills needed to adapt, nor is there adequate mentoring and support

10. Some people find it hard to change old habitsThe change is too big a leap for themThey may fear they do not have the capabilities to execute the changeThey have not grasped/understood what is expectedSome people are scared to ‘take a risk’ and fear doing things in new ways

11. A Harvard University study of 2005 found that;25% of people were against change25% of people were in favour of change50% of people were in favour of change provided two conditions were met; 1. They received timely and accurate information 2. The process was, and was perceived to be, fair and transparentFrom; How to make good people great leaders, Nowak 2007

12. Responding to resistanceCollaboration on vision, goals/targets and strategiesClear and timely communicationClear rationale for change, evidence basedImplementation plan with incremental stepsProfessional learningMentoring and coachingClear expectationsAccountability mechanismsPositive and constructive feedback

13. Purpose of giving constructive feedbackTwo key purposes; To improve teaching practice and build teacher capacity To build high performing teams and positive working relationships

14. Activity 1In groups of 3 brainstorm what you think are the characteristics of constructive feedback.Agree on the 3 most important of these.Share them with the whole group.

15. Constructive FeedbackIs done in a way which is respectful and builds positive relationshipsIs timely and put in contextIs private and confidential , unless agreed otherwiseIs clear and focussed/explicitIs solution oriented/provides a way forwardIs balanced with positive feedbackIs incremental in its expectations

16. BeliefsPeople have a need to believe that they are O.K.People have the capacity to learn from their experiencesMost people want to contribute and to be acknowledgedMost people want to get better and better at what they doPeople benefit from a values driven workplacePeople thrive in an environment of high but achievable standards and expectations

17. Stages of skill developmentUnconsciously unskilled____ unaware of lack of skill or knowledgeConsciously unskilled _____ aware of need for learning of skillConsciously skilled ______ practice, feedback, learning phaseUnconsciously skilled ______ mastery, part of skill repertoire

18. Activity 2Memories of getting feedbackThink about a time when you received positive or constructive feedback that increased your self-esteem and motivation and consider the following; Describe what it was about the way the feedback was given that created the positive effect. What impact did this feedback have on your feelings and subsequent behaviour?

19. Constructive feedback can help us learn something about ourselves and help us to improve our work performance and interpersonal skillsThoughtless criticism often damages working and interpersonal relationships

20. Activity 3At your table consider what you think ‘gets in the way’ of giving and receiving constructive feedback.Agree on the three most common things.Share these with the whole group.

21. Guidelines for giving constructive feedbackPrepare for the feedback discussionFocus the feedback on the performance/behaviour of the person not on personalityBase the feedback on actual observations/experiences not on assumptions or inferencesUse description rather than evaluationBe specific and concrete rather than general and abstract

22. Focus feedback on the present or recent not the pastShare information rather than give adviceTry to provide alternatives/options rather than one best pathStay focussed and specific ; don’t try to provide feedback on everythingEnsure suggestions are within the capabilities of the other person ;incremental changes, not huge leapsGet the person to summarise the main points of what you have saidListen openly to what the other person has to sayDiscuss possible solutions and next steps

23. Classroom observationsBe clear on the purpose/positive intentWhat’s the focus; teacher behaviours student behaviours best practice/preferred practice particular techniques/strategies communication exchanges other

24. What’s the context of the observations; one-off/ a series related to specific professional learning invited/contractual peer to peer/triads/instructional rounds knowledge/skill base of observers

25. What’s the nature of the feedback? behavioural observations objective/subjective evaluative positive feedback constructive feedback

26. The use of pro-formas; involve teachers in the development of these and relate them to the purpose, focus, context and nature of the observations hasten slowly discuss and review often

27. Feedback for building effective teams and building positive working relationshipsCommon characteristics of effective teams handout discussion

28. Key actions for giving constructive feedbackConvey your positive intentDescribe specifically what you have observed/experiencedState the impact of the behaviour or action on you and/or the teamAsk the other person to respondFocus the discussions on solutions

29. Conversation startersLet’s talk about what just happened.How are you doing with ....?I would like to make a time to talk to you about ....I know we are both interested in ..... so can I talk to you about ....?You seem to have a lot on your mind.Is there something bothering you?Is there something you would like to talk about?Let’s take time to clarify ....Let’s take time to review ....

30. Key action 1Convey your positive intentGuidelines Mentally prepare to give feedbackChoose a time when the other person is likely to be receptive to what you have to sayBriefly state what you would like to coverPoint to a common goalAvoid placing blame

31. Key action 2Describe specifically what you have observed GuidelinesBe brief and to the pointFocus on behaviours and actions not on the personLimit your feedback to one issue at a timeAvoid using ‘you’ as much as possible

32. Key action 3State the impact of the behaviour or action GuidelinesLink the behaviour or action to important goals like meeting deadlines, teamwork, modelling our values, improved student outcomesIf appropriate, state the impact on you and othersState only one or two of the most significant consequencesMaintain an objective tone

33. Key action 4Ask the other person to respondGuidelinesPause to encourage the other person to speakAsk open ended questionsListen objectively to what the other person has to saySummarize the other person’s key points to show your interest and confirm your understanding

34. Key action 5Focus the discussion on solutionsGuidelinesAsk questions to explore possible solutionsAsk directly for changes or help you wantIf you are making suggestions avoid coming across as an expertBe willing to change you own behaviour to contribute to a solutionManage your own expectations about what it will take for a solution to work

35. What if?What if the other person doesn’t think there is a problem?Restate positive intentions, observations and impact to establish the need for a changeAgree to talk after the person has had time to think about the situationUse neutral, objective languageRemain calm and focussed

36. What if?What if the other person becomes defensive?Listen calmlyAcknowledge the other persons concernsAgree with what you canAllow time for the other person to calm down Be open to new informationStay focussed on solutions

37. What if?What if the other person says he or she can’t do anything differently right now?Focus on small next stepsTry to get agreement on a trial solutionOffer coaching, training, supportAgree on a time to revisit the issue in the near future

38. Requesting feedbackPeople in leadership positions rarely receive explicit, timely, constructive feedbackIssues of authority/status often inhibit a two-way flow of constructive feedbackLeaders need to invite/request feedback from trusted and valued colleaguesLeaders need to make explicit the areas they would like feedback onEstablish clear parameters /a framework

39. Possible areas for feedbackVerbal communication skills in different contextsWritten communication skillsDecision making skillsStrategic thinking and planning skillsProblem solving and conflict resolution skillsPublic image/presentation styleOrganisation skillsBehavioural style under stress or pressureMaintaining focus on the main game

40. Techniques for receiving constructive feedbackFocus on the content, not on the person.Listen calmly and attentively.Clarify the feedback.Acknowledge the other person’s views or concernsAvoid defending or over explaining.Welcome suggestions.

41. After receiving constructive feedback:Ask for feedback regularly.If in doubt about the merit of the feedback, check with others.Evaluate feedback you receive and decide what changes you can make.Let people know when you implement changes that stem from the feedback they gave you.

42. Concluding commentsGiving and receiving constructive feedback can be a powerful and positive learning experience if it is done well and with the right intentions.If you can’t be positive or constructive then it is better to say nothing.Practice and reflection will help you to do it more effectively and in a way which causes you and others less discomfort and distress.