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.
An introduction to evaluation and feedback. This slide deck covers basic concepts every person engaged with designing evaluation or feedback systems for training should be familiar with. I gave this presentation to MBA students in Iqra University as a guest speaker in 2018. Hopefully, it could be useful for more people.
Peer coaching to improve debriefing skills for simulation-based educationDebrief2Learn
This workshop presentation aims to:
1. Describe the elements of debriefing performance which can be explored when providing feedback on the quality of debriefing sessions.
2. Apply a faculty development tool designed to help with peer coaching and feedback.
3. Describe and implement a strategy for effective faculty development in a simulation program
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
An introduction to evaluation and feedback. This slide deck covers basic concepts every person engaged with designing evaluation or feedback systems for training should be familiar with. I gave this presentation to MBA students in Iqra University as a guest speaker in 2018. Hopefully, it could be useful for more people.
Peer coaching to improve debriefing skills for simulation-based educationDebrief2Learn
This workshop presentation aims to:
1. Describe the elements of debriefing performance which can be explored when providing feedback on the quality of debriefing sessions.
2. Apply a faculty development tool designed to help with peer coaching and feedback.
3. Describe and implement a strategy for effective faculty development in a simulation program
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
Assessment and Feedback - a summary lecture covering the 4 CELT Assessment seminars for the PGCE HE course at USW
All icons are from http://iconfinder.com
Day 2 slides for a 3-day Whole Health course. Whole Health is part of collaborative effort by the Pacific Institute for Research and Evaluation, VA Office of Patient Care and Cultural Transformation, and University of Wisconsin Integrative Health Program to transform healthcare and help people live healthier, happier lives, and more purpose-driven lives.
Learn more: https://wholehealth.wisc.edu/courses-training/whole-health-facilitated-groups/
Michael E. Shapiro, M.D.'s surgical Grand Rounds lecture from September 11, 2015. He is the General Surgery Program Director at Rutgers-New Jersey Medical School and a Harvard-Macy Scholar.
The presentation is all about how surgical residents learn. It provides a wealth of knowledge about adult learning theory and how it relates to teaching residents (and medical students).
It is a great resource for all level residents and faculty. It challenges residents to take an active role in learning (and teaching), attendings to take an active role in teaching, and everybody to take an active role in communication and feedback.
This presentation was uploaded with the permission of Dr. Shapiro. I truly enjoyed his Grand Rounds presentation and hope that all of the attendings from all of our hospitals check it out and buy-in to the process.
Agile Coaching - Giving And Receiving Feedback Jul14ajaysolucky
Agile Coaching - Giving And Receiving Feedback
Giving feedback and receiving feedback is a stress full process for both the giver and the receiver. It generally creates a negative atmosphere, a strained relationship. Learn the art of giving and receiving feedback to get results.
Video-enhanced debriefing during in-situ simulationDebrief2Learn
Taylor Sawyer's presentation on the tactics, techniques, and procedures of video-enhanced debriefing from the 2015 International Pediatric Simulation Symposium and Workshops
To help students understand and succeed in Assessment Centres we delivered a presentation at Heriot-Watt University.
What you will learn:
Get a better understanding of why companies use assessment centres
Knowledge of the various elements included in an assessment centre
Practical solutions to succeed in the various exercises.
An insight into what the assessors are looking for
How to avoid the main pitfalls that occur in assessment centres
Feedback mechanism, Types of Feedback, Positive Feedback, Developmental Feedback, Self Reflection and Self Preparation, Models of Giving Feedback, Effective Feedback, Sandwich Model, Boost Model, Aid Model, Process for Giving Feedback, How to Give Feedback
Assessment and Feedback - a summary lecture covering the 4 CELT Assessment seminars for the PGCE HE course at USW
All icons are from http://iconfinder.com
Day 2 slides for a 3-day Whole Health course. Whole Health is part of collaborative effort by the Pacific Institute for Research and Evaluation, VA Office of Patient Care and Cultural Transformation, and University of Wisconsin Integrative Health Program to transform healthcare and help people live healthier, happier lives, and more purpose-driven lives.
Learn more: https://wholehealth.wisc.edu/courses-training/whole-health-facilitated-groups/
Michael E. Shapiro, M.D.'s surgical Grand Rounds lecture from September 11, 2015. He is the General Surgery Program Director at Rutgers-New Jersey Medical School and a Harvard-Macy Scholar.
The presentation is all about how surgical residents learn. It provides a wealth of knowledge about adult learning theory and how it relates to teaching residents (and medical students).
It is a great resource for all level residents and faculty. It challenges residents to take an active role in learning (and teaching), attendings to take an active role in teaching, and everybody to take an active role in communication and feedback.
This presentation was uploaded with the permission of Dr. Shapiro. I truly enjoyed his Grand Rounds presentation and hope that all of the attendings from all of our hospitals check it out and buy-in to the process.
Agile Coaching - Giving And Receiving Feedback Jul14ajaysolucky
Agile Coaching - Giving And Receiving Feedback
Giving feedback and receiving feedback is a stress full process for both the giver and the receiver. It generally creates a negative atmosphere, a strained relationship. Learn the art of giving and receiving feedback to get results.
Video-enhanced debriefing during in-situ simulationDebrief2Learn
Taylor Sawyer's presentation on the tactics, techniques, and procedures of video-enhanced debriefing from the 2015 International Pediatric Simulation Symposium and Workshops
To help students understand and succeed in Assessment Centres we delivered a presentation at Heriot-Watt University.
What you will learn:
Get a better understanding of why companies use assessment centres
Knowledge of the various elements included in an assessment centre
Practical solutions to succeed in the various exercises.
An insight into what the assessors are looking for
How to avoid the main pitfalls that occur in assessment centres
Feedback mechanism, Types of Feedback, Positive Feedback, Developmental Feedback, Self Reflection and Self Preparation, Models of Giving Feedback, Effective Feedback, Sandwich Model, Boost Model, Aid Model, Process for Giving Feedback, How to Give Feedback
AHP Practice Educator Training Glasgow January 2014Heather Gray
This presentation is both for AHPs who have never supervised a student and experienced AHPs who feel they need update training.
At the end of this training event you will be able to:
Appraise the role and attributes of the practice educator and student, within a multidisciplinary environment;
Evaluate theories, appropriate to adult and professional learners;
Plan, implement and facilitate learning within the practice setting;
Apply sound principles and judgement in the assessment of student performance;
Evaluate and reflect upon the learning experience.
In corporate world, 'Leadership' plays an important role. We all should get the best out of our people by giving them Challenge, making them Confident and Coaching as and when required. We should believe that Leaders do not make followers, Leaders make Leaders.
Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Similar to Pp feedbac kpresbanyulenetworkversion3 (20)
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Pp feedbac kpresbanyulenetworkversion3
1. BANYULE NETWORK Workshop with Joe Corbett 22 July 2011 GIVING FEEDBACKRequesting and receiving feedback
2. Moral Purpose To improve the outcomes for every student achievement levels well-being and engagement transitions and pathways
3. Ethical Leadership If we know something works better than current practice then we are obligated to do it If we know something is not working then we are obligated to change it We must be determined to make powerful learning a reality for every student Change needs to be evidence based
4. Making Decisions What 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. Feedback Acknowledgement and recognition; for a job well done, for going beyond the call of duty, for extra effort Positive feedback; so a person is aware of desired behaviours/practices, so they keep doing it and do more of it Negative feedback; needs to be reframed as constructive feedback Constructive feedback
6. Constructive Feedback To encourage a person to do something differently To modify some behaviours To stop some behaviours To encourage a person to try new behaviours/strategies To support on going learning
7. Constructive Feedback Constructive 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 beliefs Their education and training has given them a different understanding of the issues involved The 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 change Implementation has been sub-standard, leaving people unsure of what is happening, or feeling excluded They 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 habits The change is too big a leap for them They may fear they do not have the capabilities to execute the change They have not grasped/understood what is expected Some 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 change 25% of people were in favour of change 50% 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 transparent From; How to make good people great leaders, Nowak 2007
12. Responding to resistance Collaboration on vision, goals/targets and strategies Clear and timely communication Clear rationale for change, evidence based Implementation plan with incremental steps Professional learning Mentoring and coaching Clear expectations Accountability mechanisms Positive and constructive feedback
13. Purpose of giving constructive feedback Two key purposes; To improve teaching practice and build teacher capacity To build high performing teams and positive working relationships
14. Activity 1 In 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 Feedback Is done in a way which is respectful and builds positive relationships Is timely and put in context Is private and confidential , unless agreed otherwise Is clear and focussed/explicit Is solution oriented/provides a way forward Is balanced with positive feedback Is incremental in its expectations
16. Beliefs People have a need to believe that they are O.K. People have the capacity to learn from their experiences Most people want to contribute and to be acknowledged Most people want to get better and better at what they do People benefit from a values driven workplace People thrive in an environment of high but achievable standards and expectations
17. Stages of skill development Unconsciously unskilled____ unaware of lack of skill or knowledge Consciously unskilled _____ aware of need for learning of skill Consciously skilled ______ practice, feedback, learning phase Unconsciously skilled ______ mastery, part of skill repertoire
18. Activity 2Memories of getting feedback Think 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 skills Thoughtless criticism often damages working and interpersonal relationships
20. Activity 3 At 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 feedback Prepare for the feedback discussion Focus the feedback on the performance/behaviour of the person not on personality Base the feedback on actual observations/experiences not on assumptions or inferences Use description rather than evaluation Be specific and concrete rather than general and abstract
22. Focus feedback on the present or recent not the past Share information rather than give advice Try to provide alternatives/options rather than one best path Stay focussed and specific ; don’t try to provide feedback on everything Ensure suggestions are within the capabilities of the other person ;incremental changes, not huge leaps Get the person to summarise the main points of what you have said Listen openly to what the other person has to say Discuss possible solutions and next steps
23. Classroom observations Be clear on the purpose/positive intent What’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 relationships Common characteristics of effective teams handout discussion
28. Key actions for giving constructive feedback Convey your positive intent Describe specifically what you have observed/experienced State the impact of the behaviour or action on you and/or the team Ask the other person to respond Focus the discussions on solutions
29. Conversation starters Let’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 intent Guidelines Mentally prepare to give feedback Choose a time when the other person is likely to be receptive to what you have to say Briefly state what you would like to cover Point to a common goal Avoid placing blame
31. Key action 2Describe specifically what you have observed Guidelines Be brief and to the point Focus on behaviours and actions not on the person Limit your feedback to one issue at a time Avoid using ‘you’ as much as possible
32. Key action 3State the impact of the behaviour or action Guidelines Link the behaviour or action to important goals like meeting deadlines, teamwork, modelling our values, improved student outcomes If appropriate, state the impact on you and others State only one or two of the most significant consequences Maintain an objective tone
33. Key action 4Ask the other person to respond Guidelines Pause to encourage the other person to speak Ask open ended questions Listen objectively to what the other person has to say Summarize the other person’s key points to show your interest and confirm your understanding
34. Key action 5Focus the discussion on solutions Guidelines Ask questions to explore possible solutions Ask directly for changes or help you want If you are making suggestions avoid coming across as an expert Be willing to change you own behaviour to contribute to a solution Manage 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 change Agree to talk after the person has had time to think about the situation Use neutral, objective language Remain calm and focussed
36. What if? What if the other person becomes defensive? Listen calmly Acknowledge the other persons concerns Agree with what you can Allow time for the other person to calm down Be open to new information Stay 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 steps Try to get agreement on a trial solution Offer coaching, training, support Agree on a time to revisit the issue in the near future
38. Requesting feedback People in leadership positions rarely receive explicit, timely, constructive feedback Issues of authority/status often inhibit a two-way flow of constructive feedback Leaders need to invite/request feedback from trusted and valued colleagues Leaders need to make explicit the areas they would like feedback on Establish clear parameters /a framework
39. Possible areas for feedback Verbal communication skills in different contexts Written communication skills Decision making skills Strategic thinking and planning skills Problem solving and conflict resolution skills Public image/presentation style Organisation skills Behavioural style under stress or pressure Maintaining focus on the main game
40. Techniques for receiving constructive feedback Focus on the content, not on the person. Listen calmly and attentively. Clarify the feedback. Acknowledge the other person’s views or concerns Avoid 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 comments Giving 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.
Editor's Notes
If the feedback is not constructive don’t give it as it will damage the relationship and cause distress
Relationships, relationships, relationships
Bottom line; Status quo is not an option; change is not negotiable; continuous improvement is the goal; the best interests os students is at the centre
10 minutes
Well plannedGiven at the right timeIn a calm manner
Agreed values at this school
Model can apply to us as we learn to give and receive constructive feedback and also to those to whom we are giving feedback to
Work in pairs 8 mins Group share the way the feedback was given
Groups of 3 or 4 10 mins
These are general guidelines
These are general guidelines
5 steps to follow in this order
Other starters contributions from the group
Do’s identify common goal make it short and simple use positive languageAvoid blaming being vague beating around the bushAsk yourself ‘what is my positive intent?’ What positive outcome am I looking for? Let’s take a look at... I have some thoughts about.... Can we discuss... We need to work on... INTENT vs IMPACT
Do’s have situation and behaviour in mind use your own observations use data and facts bitesize chunksAvoid generalizations second hand accounts judging ‘in my opinion’
Do’s link action and consequence state undesirable consequencesAvoid exaggerating making it a catastrophe threats judgemental language
Open ended questions What is your view of the situation? Tell me what are your thoughts. How do you see things? If constructive feedback is going to pay off it cannot be one-way process. You need the other person’s involvement and ideas.
Questions What will work for you? What ideas do you have? What could we try? Next time will you----? We could move this along quickly if you.... What can I do differently?
Action 1 covey your positive intentAction 2 describe observations
Lets try a couple of small things just to help us get started Lets experiment with this for a week and see what happensWhat can I do to help?I’d like to talk on Friday to see how things are going
Receiving constructive feedback can often cause discomfort and distressTry to use it to your advantage to improve your professional performance and interpersonal skillsSee it as part of your learning journey