Hmmmm!

If one person says that you are a horse,

smile at them.

If two people say that you are a horse, give it some thought.

If three people say you are a horse, go out and buy a saddle.

PROVERB

WZ Deputy Principal’s NetworkAugust 22

Mike SherryParadigm Partners

Build capacity through feedback

Silence

Clint Smith: The danger of silence

Positive feedback

Activity:

write two positive statements about the person whose name is at the bottom of the page

be guided by these two prompts: something you have seen that person do that has impressed you something about that person/their personality you like

You may not have spent long with some or all of us - nonetheless you’ve had long enough to form sufficient impressions to do this for everyone in the group

Feedback 101 – reflections

Positive feedback

Thinking about feedback

Feedback Assessment Inventory

Briefing Notes

Skills Practice

Feedback quiz

Please complete the Feedback quiz that follows on-screen

We’ll refer to this shortly

Taking the quiz

Write the numbers 1 to 10 down a blank page

As you read each question, write T

(for True), or F (for false) next to each question

Ready?

1. Supportive feedback reinforces a behaviour you like, and corrective feedback is used to indicate that a change if needed

2. Good performance and appropriate behaviour are to be expected, and the only time feedback is really needed is when something goes wrong

3. If you were forced to give only one kind of feedback, you would be further ahead to use supportive feedback, rather than corrective feedback

4. If your comments to someone focus on what he or she is doing well, that person becomes more aware of superior performance

5. When giving corrective feedback to change a behaviour, don’t let the other person take full responsibility for his or her actions

6. When giving feedback, you should deal in specifics and focus on specific behaviours, rather than attitudes

7. Corrective feedback should be used to change a behaviour that is ineffective or inappropriate

8. While not damaging if done properly, corrective feedback is not a particularly pleasant experience. At the least, the person receiving it will probably feel a little defensive or even embarrassed

9. When giving supportive feedback, specifically describe the behaviour and/or results caused by the behaviour that you would like the person to repeat

10. Corrective feedback works best if it’s given in specific behavioural terms and as soon as possible after the event

Feedback Assessment Inventory

Feedback – skills practice

There are three scenarios, each lasting for 2 minutes

Each person will have a turn to play the roles of the observer, the primary player, and the secondary player

Feedback

Definition[1]

information about past behaviour, delivered in the present, which may influence future behaviour

[1] Source: Charles and Edith Seashore, (1992), What Did You Say?: The Art of Giving and Receiving Feedback, Douglas Charles Press, North Attleborough, Manager

The practical implications

Feedback is not rocket science; it’s just plain common sense

Feedback is important; it’s basic to our lives; and it’s basically pretty simple

Feedback - 5 things to know 1. Quality & quantity

important 2. Social pleasantries

count3. Eye contact is

important4. Some people require

lots!5. Withholding it can be

seen as punishment

Feedback bucket

We all have a feedback bucket

Positive and negative feedback goes into bucket

There is a problem – the holes dear Henry, dear Henry the holes!

Four types of feedback

SUPPORTIVE FEEDBACK

Behaviour Repetition

CORRECTIVE FEEDBACK

Behaviour Change

INSIGNIFICANT FEEDBACK

Minimum Response

ABUSIVEFEEDBACK

Contempt

Thinking about the bucket

Task A Task B Task C

How do holes get in our buckets in the first place?

How do people behave when their buckets are empty?

What clues tell us a person’s bucket is empty?

What can be done to plug up holes in a person’s bucket?

In each case prepare a group response

Feedback types

SupportivePrimary purpose – Behaviour repetition

CorrectivePurpose – Behaviour change

Insignificant Little or no importance - (attaboy, attagirl)

AbusiveContempt

Sharing information and

negotiating

Role Clarityand

Commitment

Stability

Pinchchoice point

Disruption of

Shared Expectations

Crunchchoice point

Planned termination

Planned renegotiation

Ambiguity,uncertainty

Resentment, anxiety

Resentfultermination

Return to the way things used

to be

Renegotiation under duress

Model for managing the Psychological

contract

Giving feedback – five tips

1. Assess for trust2. Always ask for permission3. Ground feedback in

observational data / evidence4. Keep critical feedback to one or

two key points5. Find the phrasing

Feedback games

Sender Games

It’s part of my job

The waffler

Life guard Lawyer

Feedback games

Receiver Games

Martyr Change the topic

Bulldog Lobbyist

Readings on feedback

In your group read and discuss your Reading

Use the protocol – Making Meaning – to structure your conversation

Identify key learnings you might use in developing a plan to support your staff to learn more about feedback

Thinking about feedback

Ask yourself when thinking about feedback in your particular school context:

What idea/s can I take from this and bring to life in my place?

What insight have I had that I'd not considered or that I can take and consider?

What new skill could I learn? What belief about feedback should I

question?

Talking about feedback

Structure CommentsGood work Highlight the fact that people have done good

work to date

Threats/challenges

Outline the threats or challenges facing the school

Vision Point to the vision or view of the future

Plan Tell them you have a plan

Plan outline Outline the plan

Seek support Ask for their support

Growth mindset

Learn

Dweck

Mindset

Mindset*: definition a particular way of thinking : an

attitude or set of opinions. An inclination or a habit. A way of life

Fixed Mindset

*Stanford University psychology professor Carol Dweck created the term ‘growth mindset’. Her research indicates that development of a growth mindset enhances individuals’ ability to develop, to continue to work hard despite setbacks, and to live a more successful life.

Coach and teacher - mindsets

You’re wrong I rule

Watch for: Teacher reaction to data Her body language

Listen for : What the coach says

Coach and teacher - mindsets

You’re right I suck

Watch for: How the teacher reads the data

Listen for: How the coach responds

Coach and teacher - mindsets

Blame it on the rain

Watch for: Whether the teacher lets the data in Whether the teacher grapples with

the data

Listen for: How the coach responds How the coach perceives what is

happening

Coach and teacher - mindsets

Optimist without a cause

Watch for: Whether the teacher acknowledges

the weight of the data

Listen for: How the coach responds How the coach perceives what is

happening