Giving developmental feedback

A generic skillDr. Adrian Dunbar, Yorkshire Deanery

Feedback

“Some trainers treat their learners in a way that leads to improved performance

Others undermine learners efforts and fail to develop their potential”

Feedback

“Giving effective and constructive criticism is one of the most common concerns of educational supervisors”

“Many consultants and GP trainers feel ill prepared in giving feedback on performance”

Think about feedback you have received

Positive?

Negative?

How did you feel?Why so?

What effect did it have?What were the “effective” attributes?

Objectives

Bringing out the best

Motivating

Raising self awareness

Developing insight

Enabling change

Eliminating poor performance

Motivation

Increases when success is expected

Decreases when a goal is perceived as certain – or impossible

Positive reinforcement increases the likelihood that a behaviour will be repeated

Unfortunately

Often only the negative aspects are commented on

And/or remembered

Increasing anxiety about competence

Leading to defensive cognitions and behaviour

Motivation occurs

When people are clear about the taskWhen they feel supported When effort is recognisedWhen their contributions are valuedWhen they feel free to express their viewsWhen they feel challenged to be more creative

Effective feedback is

Descriptive – not judgementalSpecific – not generalisedAbout behaviour – which can be changed – not personality – which can’tSensitive to the needs of the recipientSelective and prioritisedTimely – as close to the event as feasible

What are the attributes?

Positive

Mutual respect

Genuineness

Giving time

Enthusiasm

“Unconditional positive regard”

Negative

Humiliation

Comment on personality

No time for discussion

Lack of interest

Too late

Communications skills

Active listening

Open questions

Facilitating reflection

Enabling insight

Challenge

Summarising

NOT

Judging

Telling

Providing solutions

Structure

The trainee comments on strengths

The trainer reinforces and adds

The trainee comments on weaknesses

The trainer reinforces and may add

With evidence

An emotional bank balance

Credits must be in place before withdrawals are made

Credits must exceed withdrawals

To avoid an emotional overdraft that is ultimately unsustainable

The balance of support and challenge

Defensive reactions

Recipient

Blaming and scapegoating

Denial

Rationalisation

Anger

Defensive reactions

Giver

Obligation

Moral high ground

Burying and fudging

Minimising

Colluding

Strategies

Keep the focus positive

Encourage ownership and responsibility

Negotiate

Time to reflect

Explore and understand negative reactions

Feedback

A life skillTom your hair is so long – you look really

scruffy - you can’t see properly and you will get into trouble at school – I’m only telling you for your own good.

Its such a shame we can’t see your handsome face – it’s your hair of course but don’t you think it might impair your vision when driving – just a thought.