Effective Feedback

Paul Hammond

Feedback and Performance Management
Performance management provides the framework for the gathering of a good deal of evidence about classroom effectiveness and in the field of team leadership. Unless we perfect the procedures by which we feed back the analysis of this evidence however, we are unlikely to see improvements in the performance of our team members - which is what the entire system is all about.

Why Feedback ?

	Feedback is most useful if it:
			is given soon after the event as is appropriate. The events are fresh in both of your minds, which will help with both accuracy and clarity.
			is descriptive rather than evaluative. Try to stay as objective as possible and try for a joint exploration of the data.
			refers to behaviour which can be changed. Objectives need to be challenging but realistic. It is very difficult to improve someone's rapport with students, for example, if this simply not in their nature.
	Feedback offers people additional information about themselves. It is a service and indeed an entitlement so should be welcomed as such by the recipient.
	Feedback leaves recipients with the choice of whether to act upon it or not, although the consequences of not taking advice should also be made clear.
	Feedback usually says something about the person giving it as well as the person receiving it. As the provider of feedback, your reputation (positive or negative) will go before you. This will be uppermost in the mind of the recipient as they listen.

Giving Feedback

	Achieve understanding
			be specific, stick to facts. Opinions and speculation are best kept in reserve. Make reference to the misbehaviour along the back row or the positive impact of the decision to move to group discussion.
			give examples. Give illustrations that the recipient will recognise.
			explain the impact. This will sometimes be necessary so that your colleague can appreciate "cause and effect."
	Achieve acceptance
			build trust and reinforce strengths. Your colleague may well be entering into feedback fearing the worst. As a profession, teachers have been starved of praise so take the opportunity to accentuate the positive.
			help, not judge. Remember this is a joint exploration of the data - a dialogue between fellow professionals.
			allow time to reflect. A good starter is to ask "how did you feel that lesson went?" Your colleague may well identify strengths and weaknesses that you can follow up.
	Be practical
			focus on the changeable
			identify practical steps / options
			recognise feelings - proceed with care

Giving Negative Feedback

	Try to preface negative feedback with something positive - but be genuine. Don't make something up but show your colleague that you are taking a balanced approach.
	Be as specific as possible. This has been mentioned above, but is particularly important when making constructive criticism. Your words will be seized on so be objective as possible.
	Check out to see that they have heard you correctly. Some comments fly over people's heads as they struggle to come up with a defence.
	Ask them whether they agree or not. Do they have the ability to realise this fault in themselves? This could make your job a whole lot easier!
	Ask them if they have ever heard anything similar about themselves before. It is unlikely that you are the only colleague who has raised this issue - unless, of course, you have been the only one brave enough!
	Ask them if they can think of anything they can do differently. This is worth trying so that the person doesn't feel that a solution is being imposed.
	Ask them what they are going to do differently, from when, and how they will find out if it has been effective. This provides the outline of an action plan. Notice once more a preference for the recipient to take responsibility for their improvement.
	Ask them to think or talk through the consequences of acting or not acting on the feedback given. This encourages a medium-term perspective that should provide an incentive to change.

Receiving Feedback

	Be open
			listen and acknowledge understanding. Body language is a great give-away here so give out positive signals that you are welcoming this opportunity for dialogue.
	Ask for examples
			facts, not opinions. Try to establish cause and effect.
			probe for impact. Were these observations of direct relevance to the aim of the task or were they in fact peripheral?
	Take time to decide
			is all of this feedback true or only some of it? You will need time to reflect - probably outside of the initial meeting.
	Decide how to respond
			What can make the biggest impact in the shortest amount of time?