Effective Workplace Feedback Workshop
This workshop focuses on practical strategies for effective workplace feedback, overcoming barriers, enhancing student engagement, and the importance of reflection in the feedback process. Learn from key learning points and real feedback challenges faced by staff and students.
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Presentation Transcript
LeapForward Training Practicalities of Workplace Feedback Workshop 2 LeapForward Learning for Practice: Feedforward for effective transition to the workplace
2 LeapForward Training Resources If you choose to use these resources in your own teaching, please attribute the LeapForward project, University of Bristol Except where otherwise indicated, this work is licensed under a https://creativecommons.org/licenses/by-nc/4.0/ This license allows reusers to distribute, remix, adapt and build upon the material in any medium or format for noncommerical purposes only, and only so long as attribution is given to the creator If you have queries about the resources, please contact Sheena.Warman@bristol.ac.uk
3 LeapForward Training: Workshop Map Workshop 1 Workshop 2 Workshop 3 Emotional & relational aspects of feedback Practicalities of Workplace Feedback Understanding Feedback Taking Action
4 Learning outcomes (Review key learning points from Workshop 1) Identify barriers to effective feedback in the workplace and approaches to overcoming these Discuss approaches to enhancing student engagement in feedback Consider the importance of reflection in the feedback process
12 Activity 1: Barriers in the workplace What barriers do you perceive to effective feedback conversations in the work place?
13 We asked staff and students what hinders them in the process & practice of feedback and they said things like For me it would be time which I guess is the impossible, but just yeah supervisors taking their time to give you just two minutes of their day, a minute of their day to give you some constructive feedback, be it written or verbalSTUDENT In some ways feedback is quite difficult and people that give feedback, they find it a bit difficult, and the people that receive it find it difficult, and so ultimately, it s a bit difficult STAFF That kind of, the attempt to divorce myself from [feeling tired & grumpy], and trying to articulate on the spot something that is useful and meaningful to them is sometimes not easy. On certain days I m better at it than on others. STAFF LeapForward Learning for Practice: Feedforward for effective transition to the workplace Sometimes I think it s hard to get a feel for whether you re actually giving students feedback about things that they even want to get feedback for. STAFF
14 We just need more staff to allow us to have smaller groups, higher staff to student ratio and allow us more time to give more constructive feedback, whether it s written, verbal feedback, so that we have the time to give meaningful feedback STAFF My contact time with the students is extremely limited so you can only really teach somebody well if you spend a lot of time with them STAFF Practitioner time constraints impact on feedback practices People finish clinic at different times whereas there s still patients going on and I think that s a supervisor s priority to finish off the patients and I think sometimes somehow the sessions just don t seem to be long enough either STUDENT We d have five different staff members who would all be part time, so we have a document that we can all contribute to that we can all put our comments in for the final assessmentSTAFF LeapForward Learning for Practice: Feedforward for effective transition to the workplace
15 Other barriers to engaging with feedback Five key issues that limit students usage of feedback 1) the advice may be insufficiently useful or useable; 2) feedback may be too generic, non-specific, or lacking in individualisation; 3) the tone of feedback may be too authoritative; 4) students may be unaware of the strategies they could use to implement feedback; and 5) the language used in feedback may be difficult to understand. Jonsson (2013)
16 So how can we be time-efficient and effective? A framework for feedback conversations Student engagement Action Embedded within a supportive learning environment and culture
17 Lots of frameworks available 2. Practicalities of workplace feedback Ende s Principles (1983) Pendleton s Rules (1984) ALOBA: Agenda Led Outcomes Based Approach (1996) SET-GO (2004) Frame-based Feedback (2013) R2C2 facilitated feedback model (2015) Reflective Conversation model CORBS Critical Response Process Sandwich LeapForward project Resource Toolkit: We have developed a resource toolkit containing a summary of key theoretical frameworks, practical aides, guidelines, and models Workshop 1 NOTE: Resource Toolkit intended for Staff use
18 Enhancing student engagement in feedback
19 They kind of encourage us to seek our own, you know informally it would be like how was that? Could I have done better? STUDENT It s simple really. Just engage in it or not, you get out what you put in STUDENT I think a lot of people miss out on feedback that they need because they re not asking for it . so it s like being active in asking is really important as well as just taking the feedback STUDENT Students personal agency is key to effective feedback engagement and dialogue In the clinical scenario, it s very much you get out what you put in , however much you chose to reflect, it s kind of down to you STUDENT In a clinical setting it needs to just be led by you STUDENT LeapForward Learning for Practice: Feedforward for effective transition to the workplace
20 NB You can train yourself to develop a learning goal orientation (growth mindset)!..and you might have a different mindset for different aspects of your life/studies The role of mindset Learning goal orientation A desire to learn new skills, master new activities, understand new things Growth mindset Performance goal orientation Winning positive judgements of your competence and avoiding negative ones Fixed mindset Dweck, C. (2012) Mindset: How you can fulfil your potential
21 Activity 2: Consequences Fixed mindset Growth mindset What is the students goal during class? Does the student value effort? How does the student react to failure? What might be the impact on achievement? Mindset slides adapted from www.mindsetkit.org (PERTS Mindset Kit)
22 Activity 2: Consequences Fixed mindset Growth mindset Look clever (or at least, don t look stupid!) Learn What is the students goal during class? Does the student value effort? No Yes How does the student react to failure? Give up Work harder What might be the impact on achievement? Lower Higher Mindset slides adapted from www.mindsetkit.org
23 Psychological barriers Factors influencing engagement Defined as From the student perspective Reducing educator responsibility, increasing student responsibility Awareness Awareness of what the feedback means and what it s for Cognisance of strategies by which the feedback could be implemented Agency and opportunity to implement those strategies Why/what do I know what feedback is for? Cognisance How/what next do I know how to do something with the information n the feedback? When/with whom do I know what I need to do: when, where and who can help me? Do I want to engage with feedback to change how I do things? Agency Volition Volition to scrutinise feedback and implement those strategies Adapted from Nash & Winstone (2017)
24 Activity 3: Barriers to engaging with feedback Consider your own context and the mindset/psychological barriers on the previous slides: how could you better support your students? NB Workshop 3 explores relational and emotional aspects in more detail
25 The role of reflection Self-assessment, feedback and reflection are closely intertwined All are essential to develop a meaningful action plan
26 I ve noticed recently that a lot of people are having me feedback on myselfSTUDENT At the end of each rotation we reflect upon our experiences and the rotation as a whole and then the clinicians fill it in and we get it back with our grading for that rotation STUDENT I think self-critiquing and asking the student to say what grade do you think that is I think is quite a good way of seeing where they are and what they think of themselves STAFF Self reflection in the feedback process It s been a big journey for me in terms of becoming more comfortable with having that more formalised feedback, so if someone is telling you things about yourself in ways that you can act differently to become a better practitioner, and learning to just take that a lot of the time and really use it to improve your practices. STUDENT LeapForward Learning for Practice: Feedforward for effective transition to the workplace
27 Activity 4: Reflection on experience Identify a specific time and location when you had a feedback conversation What went well about the conversation? What went less well? What could you have done differently? How will you approach your next feedback conversation?
28 Learning outcomes (Review key learning points from Workshop 1) Identify barriers to effective feedback in the workplace and approaches to overcoming these Discuss approaches to enhancing student engagement in feedback Consider the importance of reflection in the feedback process
29 In LeapForward Workshop 3 we will . Review what we have learned in Workshops 1 & 2 Explore the emotional and relational aspects of feedback and feedforward Practice writing helpful feedback
30 Summary & close One take home message Attendance/sign-in arrangements Workshop feedback form Thank you!
31 References and resources Dweck, C. (2012) Mindset: How you can fulfil your potential. Robinson, London. Blackwell, L., Trzesniewski, K. & Dweck, C. (2007) Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention Child Development, Vol. 78, No. 1, pp. 246-263 Hattie, J. and Timperley, H. (2007) The Power of Feedback. Review of Educational Research 77, 81-112 Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education Volume: 14 issue: 1, page(s): 63-76 Nash, R. & Winstone, N. (2017) Responsibility sharing in the Giving and Receiving of Assessment Feedback Frontiers in Psychology, Vol.8 Winstone, N., Nash, R., Rowntree, J., & Parker, M. (2018). It d be useful, but I wouldn t use it . Barriers to University students feedback seeking and recipience. Studies in Higher Education LeapForward project Resource Toolkit: We have developed a resource toolkit containing a summary of key theoretical frameworks, practical aides, guidelines, and models. This resource is intended to supplement the LeapForward training packages, and is available for staff to consult to support feedback and feedforward activities and practices
