1. How are these pictures related?
Feedback
All relate to the way our body gives us feedback: brain waves, heart rate, sweating and pain!
How are these pictures related?

2. FEEDBACK
The aim of these slides is to explore ways of increasing the impact/quality of the feedback we give and receive.
“The body-mind is a system that requires feedback from its environment in order to function properly”
Myles Downey

3. What works when? GIVING FEEDBACK RECEIVING FEEDBACK Slide Aim
To increase awareness of ways to give effective feedback.
Slide Outline
Allocate 5min
Divide the topic up between groups (i.e., give each group either ‘giving’ or ‘receiving’ feedback))
Group will often come up with actual feedback actions rather than concepts (e.g., feedback should be positive).
Discuss some of the actions that stand out.
Possible questions…
”If feedback has to be positive, how do you tell someone that their actions are not acceptable?”
“What sort of feedback do coaches get? Is it mainly positive or negative feedback? What about coach developers?
Receiving feedback will bring out the concept of – BE OPEN TO IT. You might discuss this point by discussing the next slide. “The meaning is in the relationship not the words”: What does this mean to people?
Possible concepts on giving feedback:
Should be positive
Don’t finish positives with ‘BUT”. Leave them as a positive.
Re-enforce the positives.
Keep negative and positive feedback in balance
Negative feedback should not be personal. It is not about the person, it is what they are doing.
Negative feedback should provide a pathway to improve.
Negative feedback should be worded as ‘work on’ or ‘improve’ or similar.
Feedback needs to be honest and accurate for it to hold weight.
Feedback must be accurate and specific. The more accurate and specific, the more it will help the person to learn.
Possible concepts on receiving feedback:
Extrinsic – from external sources
Intrinsic – from internal, awareness of oneself
Be open to receiving feedback
Be aware of all the ways you might receive feedback – body language, tone of questions.
To receive feedback you must be able to; Hear it, understand it, process it, apply it if valid.

4. “The meaning is in the relationship not the words”
Slide Aim
To increase awareness of the importance of the relationship in communication.
Slide Outline
Get people to discuss in pairs what this statement means to them.
Get people to share their thoughts with the group.
May raise issues of trust, safety, friendship, boundaries, etc

5. 4 Keys to Giving Quality Feedback
Information in the feedback should be of the highest quality possible (accurate, specific, measurable if possible)
Observed and owned by you (second-hand feedback makes it impossible for the information to be discussed or challenged)
Without personal judgement (be careful of body language and tone of voice)
Without room for interpretation
Slide Aim
To outline 4 key ideas for quality feedback.
Slide Outline
Discuss each point and check with group as to meaning …
What does ‘quality’ mean? Can quality vary across contexts? What happens if feedback is low quality?
Give an example of second-hand feedback? “People have been saying your jokes are awful …” Why is second-hand feedback a problem?
Get an example of judged feedback, then change it so it’s not judgemental. Discuss concepts of:
Descriptive v evaluative feedback (i.e., “I see you missed 50% of your putts today” v “Your putting was terrible today”)
How do you NOT leave room for interpretation?

6. Feedback Activity (in threes) Get one person to throw screwed up pieces of paper at a target (e.g., a bin). BUT…. get the person to do it without being able to see the target (i.e., the person throwing the paper does not know how well they are doing). Get one person to give feedback using the four ‘keys’. Get the third person to give feedback on the feedback!
Activity Aim
To practically show the advantages of quality feedback and practice giving feedback.
Activity Outline
Time allocation: 5minutes approx.
You can even get the first person to give feedback on the person giving feedback on the task, thus closing the feedback loop!

7. Reflection
Take a couple of minutes to write down how you give and receive feedback at work or home.
Slide Aim
To practise reflecting as a part of the process of learning.
Slide Outline
Individually and quietly get people to reflect on the discussions on feedback and write down what meaning they might take away that could be useful at work or generally.