Giving Effective Feedback

Deadwood South Dakota

November 2014Giving Effective FeedbackJLF Consulting www.embracinglearning1.com1Model for Effective FeedbackPeopleJLF Consulting www.embracinglearning1.comProblems that we can solve through the knowledge of experts are technical challenges. Problems that experts cannot solve are called adaptive challenges. Solutions to technical problems lie in the head and solving them requires intellect and logic. Solutions to adaptive problems lie in the stomach and the heart and rely on changing peoples beliefs, habits, ways of working or ways of life.

Ron Heifetz

PointJLF Consulting www.embracinglearning1.comTalk about the purpose of evaluation is for everyone to get better. Asset Model. The goal is to develop a teaching culture in the building. A teaching culture is one in which everyone is working on honing their craft so they can be the best for students. It is one of continuous improvement and collegiality. It is not one of negativity, fear and authoritarianism. 3Technical Problems vs Adaptive ChallengesAdapted from Ronald A. Heifetz and Donald L. Laurie, The Work of LeadershipTechnical ProblemsAdaptiveChallengesEasy to identifyDifficult to identify (easy to deny)Often lend themselves to quick and easy (cut-and-dried) solutionsRequire changes in values, beliefs, roles, relationships and approaches to workOften can be solved by authority or expertPeople w/ the problem do the work of solving itRequire change in just one or a few places; often contained within organizational boundariesRequire change in numerous places; usually cross organizational boundariesPeople are generally receptive to technical solutionsPeople often resist even acknowledging adaptive challengesSolutions can often be implemented quickly-even by edictSolutions require experiments and new discoveries; they can take a long time to implement and cannot be implemented by edictJLF Consulting www.embracinglearning1.com20 minutes

Share in table groups

If time permits, can share out in large groups record responses to second questionFeedback is too vagueEverythings perfect-until its not and youre fired!Recency EffectNo preparationThey never happen or My people know my door is always open.No kudos/recognitionNo specificsNot being truthful with employees about their performanceNo follow-upNo discussion around employees career ambitionswww.forbes.com/sites/ericjackson/2012/01/09/ten-reasonsTop 10 Mistakes Bosses MakeJLF Consulting www.embracinglearning1.comPurposeSupervisor TeacherAdapted from: Learning Focused Conversations, MiraVia, 2012What Kind of Conversation Will You Have?JLF Consulting www.embracinglearning1.comTurn and Talk:Considering your own evaluations, which type of conversation do you predominately have?Extend Your ThinkingJLF Consulting www.embracinglearning1.comPurposeJLF Consulting www.embracinglearning1.comCoaching is a change in the way we give actionable feedback

Key Coaching ConsiderationsClose-ended questions those that can be answered with yes or noOpen-ended questions-those that require deep, reflective thinking

Asking questions that promote reflective thinking:WhoWhat When WhereHow

*Be careful about using why questions!ProcessJLF Consulting www.embracinglearning1.comMcClelland's Theory of MotivationPeopleDominant MotivatorCharacteristics of the personAchievementHas strong need to set and accomplish challenging goals.Takes calculated risks to accomplish their goals.Likes to receive regular feedback on their progress and achievements.Often likes to work alone.AffiliationWants to belong to the group.Wants to be liked, and will often go along with whatever the rest of the group wants to doFavors collaboration over competition.Doesnt like high risk or uncertainty

Power**Wants to control and influence others.Likes to win arguments.Enjoys competition and winning.Enjoys status and recognition.**Those with a strong power motivator are often divided into two groups. People with a personal power drive want to control others. People with an institutional power drive like to focus the efforts of a team to further the companys goalsJLF Consulting www.embracinglearning1.comNow that you know what type of meeting you are going to have, its time to think about what and how you are going to say it. Depending on the person, you should tailor your comments to the person. Just as we differentiate for students, evaluation conferences with teachers, should be no different. If the idea is to help an individual grow, then this particular section cant be overlooked. Not all people receive feedback in the same way. Think back to our video. The evaluator thought she was having a calibrative conversation and the evaluatee did not perceive it that way-why? Name it. McClelland says people are motivated in certain ways. If your outcome is to get an individual to change their behavior or it is simply to motivate them to continue, think about where they are in this chart. How you speak is as important as what you say.10AchievementSet challenging goalsFeedback should be balanced. They dont want an entirely glowing evaluation, they want to know what they can do to improve.AffiliationBegin the conversation by acknowledging them. These folks dont like public praise. PowerMotivate them by knowing their goals and structure feedback so they know you are helping them further their career goals.PeopleJLF Consulting www.embracinglearning1.comExplain the different people. Have them think about people on their staff who fit these descriptors. Have they consciously considered how to tailor feedback?11Turn and Talk:Give an example of how you could tailor feedback to a person based on how they are motivated.Extend Your ThinkingJLF Consulting www.embracinglearning1.comWhat Kind of Feedback Will You Give?The kind of feedback you give impacts the type of action the receiver takes

ProcessRobyn Jackson, 4 Ways to Give Effective Feedback ,ASCD in-serviceJLF Consulting www.embracinglearning1.comTurn and Talk:What kind of feedback is predominant in your style of evaluating teachers? Why?Extend Your ThinkingJLF Consulting www.embracinglearning1.comGibbs Reflective CycleProcess

JLF Consulting www.embracinglearning1.comOnce you know they type of conversation you are going to have and how you are going to structure the conversation. Consider a model of what you want it to look like. Have and opening this could look like So , we are here to discuss the lesson that I observed last Friday in your 9th grade US History Class. This targets the individual to think specifically about that activity. Next ix to activate their emotional intelligence. Beginning a conversation with, how did you feel about the lesson and allowing them to reflect first is an important step into the buy-in process and thinking process. Once they have had an opportunity to reflect, guide the conversation to your evaluation of the lesson, you can use their words and evidence as supporting documents. If you agree, say so, if you dont, you could say, well, you and I may have a difference of opinion. Ihave heard you, let me tell you what I saw-stick to the language of the rubric, asset model. Then it is time for conclusions, arrive at some mutually beneficaial agreements about performance and future direction and then create an action plan that will move someone forward. The ultimate step is that individual leave feeling listened to and they have a plan of action after they leave your office that is clear.15Description-briefly describe the purpose of the meeting. So, we are here to discuss your third period Algebra I class. You wanted me to look at ------

Feelings-begin the conversation activating their emotional intelligence and allowing them to feel as though they are part of the process. How did you feel about the lesson? is a great way to begin

JLF Consulting www.embracinglearning1.comEvaluation-once they have had a chance to explain their views, you have a chance to agree or disagree but you can use their thoughts as a springboard for the conversation. Conclusion-this is where you can resolve any differences of opinion. This stage should focus on what you observed through authentic evidence based on the metric NOT your subjective opinions.

JLF Consulting www.embracinglearning1.comAction-based on what you have discussed, what are the next steps. EVERYBODY should have a next step. Consider this in writing but NOT as part of the formal, summative evaluation

JLF Consulting www.embracinglearning1.comTurn and TalkHow can you use a reflective cycle to have more productive conversations? In growing as an evaluator, which step(s) would you need to pay particular attention to?JLF Consulting www.embracinglearning1.comExtend Your ThinkingModel for Effective FeedbackPeopleJLF Consulting www.embracinglearning1.comYOU TRY ITThink of a person you evaluated this year. If you could have a do over what would it look like? Turn and talk to your neighbor.ProcessJLF Consulting www.embracinglearning1.comJana FrielerJLF Consulting www.embracinglearning.comgfrieler@comcast.net970-397-0137Contact meJLF Consulting www.embracinglearning1.com