In the January 2007 FKA Learning Exchange Newsletter, we spoke of the importance of constructive feedback in the Systematic Learning Process.


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Constructive feedback in the learning environment helps bring about performance improvement back on the job. If a learner can clearly understand what is and is not working during the application of the new concepts or skills during the training program, then the likelihood of success back on the job is that much greater.

But giving feedback effectively is not always easy because learners may have difficulty accepting it. The effectiveness of the feedback is determined by:

1) the instructor's intent,

2) the way the feedback is presented, and

3) the content of the feedback.

When you give the learners feedback, the intent must be to improve their performance. In other words, when there is a discrepancy between the performance standard(s) and a learner's performance, it is up to the instructor to help the learner close the gap.

It is essential that feedback be carefully delivered since poorly delivered feedback can lead to defensiveness, resentment, and loss of motivation - it rarely leads to learning. Learners may respond as if negative judgments are being made about them personally. Although this may not be the intent of the instructor providing the feedback, critical words or comments often have that effect.

The instructor's intent and the way the feedback is presented can determine whether the learner will be willing to change. The content of the feedback can determine whether or not the learner can change.

For the instructor's feedback to have the intended effect, it needs to be constructive. Constructive feedback provides useful information and creates a desire to improve - as it impacts both the "can" and the "want to" factors of performance. The feedback content must be specific, that is, it must specify:

• what was done well;
• what could be improved; and
• how improved performance could be achieved.

One way to ensure that your feedback is constructive is to use an itemized response. After observing a learner's performance during the Application component of the Systematic Learning Process, you list the merits of the performance as well as any concerns you may have. By specifying merits first, you demonstrate to the learner that you have truly listened to what was said and observed what was done. Beginning this way makes it easier for the learner to hear and accept your concerns later.

For Merits, you might say:

• "What I like about your plan is..."
• "The strengths about what you did...
• "I particularly liked..."
• "The things you should keep on doing

For Concerns, you might try:

• "What concerns me is..."
• "These are the things that could still be improved..."
• "The areas where you could make improvements are..."

As training and learning professionals, it is our intent to help improve learner performance. Therefore you must go on to suggest ways to build on the merits and eliminate the concerns. You do this by inviting and/or making suggestions.

For Suggestions, you might ask or say:

• "Can you think of something you could try next time that might work better?"
• "Let's see if we can overcome the problem of... by..."
• "Have you thought about trying...?"
• "Something that I have found to be very effective in this situation is..."

Your Constructive Feedback consists of three elements:

1. Give an itemized response:
   
   
   • Specify merits
   • Specify your concerns
   
   
2. Identify ways to retain merits, and eliminate concerns:
   
   
   • Invite/make suggestions
   • Give/invite reactions
   
   
3. Summarize suggestions/steps agreed to.

Effective Assessment Workshop:

Online or Face-to-Face

We have always held that the minimum standard against which Instructional Designers ought to measure themselves is the validity and reliability of the Level 2 assessments that they create for their learners. One way of putting that into perspective is to ask: "When my learners return to the workplace will their managers perceive them to be prepared to perform to the agreed standard?" Over the last few years, again in response to client demand, we have piloted and refined a dedicated Level 2 knowledge and performance workshop. A detailed description of the workshop can be found at the following link.

Effective Assessment

The workshop is available in both public and on-site venues.

Development Tip:

Have you ever wanted to add copies of individual PowerPoint (PPT) slides to your documents? Our Participant Manuals are more than simple printouts of the PPT slides that we use. They are created in Word and contain: background information, guidelines, instructions, exercises, samples, checklists, blank templates as well as the key PPT slides. Once I know what slides I want to put where, I return to the PPT file.

Using the Save As feature, PPT will create a folder and put a separate Windows Metafile (.wmf) for each slide into it. Here is a quick way to prepare .wmf copies of your slides.

1. From the File menu, select Save As.
2. In the Save as type field, scroll down and select Windows Metafile.
3. Change the save location if you want.
4. Revise the file name if you want - this will become the new folder name.
5. Click Save.
6. Confirm that you want to save every slide in the presentation. (PPT also lets you save individual .wmf slides)
7. When PPT is finished you will get a notification.
8. If you look in the new folder you will see a list of .wmfs for every slide. However, the files are named "Slide1.wmf", "Slide2.wmf", etc. which is not very helpful if there are lots of slides. I usually print out the PPT slides six per page and keep that handy so when I am looking for a specific slide to paste into the Participant Manual I can figure out which file it is.

Once the .wmfs are ready, I return to Word.

The ability to provide constructive feedback to improve performance goes beyond the classroom. Many Training and Learning Professionals work outside the formal learning environment as Performance Coaches. Although the success of the coaching relationship depends, in part, upon the coach's skill in providing effective feedback, it also depends upon skills like clarifying and confirming understanding.

Clarifying and confirming are not, in themselves, difficult skills. They are used many times in the coaching process to check understanding of what's going on or to seek additional information about what has been said. What takes special effort is making sure to use the skills when appropriate.

There are two types of situations in which it is especially important for the coach to clarify and or confirm his or her understanding of what has been said by the coachee:

1. When the coach will make a decision based on the information, opinion, or suggestion offered.
2. When the coach's immediate impulse is to ignore, reject or disagree with what he or she has heard.

In the final analysis, the skills of constructive feedback, clarifying and confirming are really based on the tried and true 'Golden Rule'. Whether in a classroom, at work, at home or out in the world, treating each other with respect should be everyone's goal.

Michael Nolan
President

No time for a workshop, or just need to brush up on your classroom delivery skills? Use FKA's Trainer Certification Coach. This robust CD-based learning tool combines real classroom video with an interactive interface showcasing the skills and competencies of excellent instructors. View two different styles of lesson, as well as pre and post training activities! A self- assessment guide is also included. Regular price $99, special Learning Exchange price of $49.95 (plus shipping and handling). Click Coach to order today!

Become a member! Join other savvy learning and performance professionals in the know and become an FKA Member. Membership is f r e e, and it gives you access to the special members area of the FKA website. This area is loaded with tips, tricks, articles, forums and more. Become a member today! http://www.fka.com/megabbs/register.asp

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