Constructive Feedback Jennifer Peel, PhD Associate Professor, Anesthesiology Director of Education, Office of GME Educational Development Specialist, ACET

Constructive Feedback Jennifer Peel, PhD Associate Professor, Anesthesiology Director of Education, Office of GME Educational Development Specialist, ACET Welcome to FOOD for Thought. This module is on Constructive Feedback. 2

Objectives By the end of this session, participants will be able to: Explain the rules for effective feedback, and Describe an action plan for giving feedback. By the end of this module, you should be able to explain the rules for effective feedback and describe an action plan for giving feedback. 2 of 11

Giving feedback can be a challenging experience. The Reality Giving feedback can be a challenging experience. What if your feedback is not welcome? What if you hurt his or her feelings? We’re going to talk about a feedback process that will minimize or eliminate negative outcomes from giving feedback. Because, the reality is that giving feedback can be a challenging experience. What if your feedback isn’t welcome? Or, what if you hurt the person’s feelings? 3 of 11

To be effective, feedback must be expressed in a manner that helps the receiver hear the message while keeping the relationship intact. To be effective, feedback must be expressed in a manner that helps the receiver hear the message while keeping the relationship intact. How do you do that? How do you do that? 4 of 11

The Rules of Feedback Offer feedback on observed behavior, not on any perceived attitudes. Ask questions rather than make statements. 3. Comment on the things that a person did well, as well as areas for improvement. There are some rules or guidelines for constructive feedback. First, offer feedback on observed behavior, not on any perceived attitudes. This can be very difficult. Often, we find ourselves talking about someone’s bad attitude or personality. Instead, we must focus on behavior. Ask questions rather than make statements. Comment on the things that the person did well, as well as areas for improvement. 5 of 11

Positive Positive Negative “EGO” Sandwich 6 of 11 This is best illustrated using the “Ego Sandwich.” When providing feedback, start with something that the person is doing well, then discuss areas they should work on. And, finally, conclude with something they are doing well. This lessons the likelihood that the person will become defensive and tune-out. Remember, the goal is for the person to hear the message while preserving the relationship. “EGO” Sandwich 6 of 11

The Rules of Feedback Provide examples rather than generalizations. Observe personal limits; don’t give too much feedback at once. Include an action plan and schedule a follow-up. Provide examples rather than generalizations. And, observe personal limits. Don’t give too much feedback at once. It is very difficult to focus on modifying too many things at once. Finally, include and action plan and schedule a follow-up. 7 of 11

Action Plan for Giving Feedback Set the situation Remain nonverbally responsive Invite self-assessment Compare the assessment with your own Set recommendations for improvement Verify feedback Follow-up Now, let’s talk about how to put all of these rules together into an action plan for giving feedback. First, set the situation. It is not appropriate to give corrective or constructive feedback in a public place. Find a place where you can provide feedback in private. Remain nonverbally responsive. Demonstrate open body language and active listening. Often, it is easier to start the conversation by asking the person for a self-assessment. You might ask, “How do you think things are going?” This will allow you to compare their assessment with your own. Then, you can set recommendations for improvement. Help them identify resources that they might need and set some realistic goals. Just as you would with a patient, verify the feedback. Ask the person, “What is it you’re going to work on?” And, finally, follow up. 8 of 11

Objectives By the end of this session, participants will be able to: Explain the rules for effective feedback, and Describe an action plan for giving feedback. The goal for this module was to provide an overview of constructive feedback. The next slide has a list of references used in this module and others you might find of interest. You will be directed to a brief quiz to assess your mastery of the objectives. In addition, you will be asked to complete a brief satisfaction survey. 9 of 11

References AchieveGlobal. Giving and Receiving Constructive Feedback. Tampa, FL: AchieveGlobal, Inc, 2000. DeForest, H., Largent, P., & Steinberg, M. Mastering the Art of Feedback. ASTD Info-Line, No. 0308. Ende, J. (1983). Feedback in clinical medical education. Journal of the American Medical Association, 250(6), 777. Hathaway, P. Giving and Receiving Feedback. Menlo Park, CA: Crisp Publication, 1998. London, M. Job Feedback. Mahwah, NJ: Lawrence Erlbaum Associates, 1997. Mone, E., & London, M. Fundamentals of Performance Management. Rollinsford, NH: Spiro Press, 2002. 10 of 11

Mastery Quiz and Satisfaction Survey 11 of 11