A golfer that hits their shots in the dark has no idea how well they are doing! They same applies to any element of human performance – How can you possibly improve if you don’t know how well you are doing in the first place?
Feedback is vital if we are to improve so here are some top tips on giving effective feedback to others: Feedback is going to be effective if…
- It is descriptive rather than evaluative. By avoiding evaluative language, the receiver is less likely to respond defensively.
- It is specific rather than general. To be told – you did OK is less helpful than being told – “I especially liked the way that you waited for her to finish speaking and listened carefully to what she said”.
- It takes account of the needs of both receiver and giver of the feedback. Feedback which only considers the needs of the giver is not likely to be helpful to the recipient
- It is timely. Feedback is most useful when it is given as soon as possible following the observed event. This will of course depend upon the receiver’s readiness to hear.
- It is checked out with the receiver. It is important that the communication is clear and understood.
The opportunity is given to the receiver to respond, or give further information/clarification.
- It is balanced in both quality and quantity, especially when there is both positive and negative feedback involved
- The person to whom the feedback is directed is invited to review and give feedback about the situation/issue first. This encourages the development of self-appraisal skills.
- The behaviour is controllable. Criticism of behaviour outside the control of the person is likely to be viewed as unfair and could give rise to feelings of resentment. Frustration may also be an outcome.
- It is future orientated, not backward looking. Whilst focusing on what went wrong, and why, may relieve your feelings, the objective is to get different behaviour in the future from the other person. Good feedback must focus on what to do rather than what was done.
Feedback is a way of helping someone to learn. It is designed to achieve a specific change in the individual’s behaviour in a way that will help them. Feedback is centred on the needs of the receiver, since otherwise it merely serves to relieve the feelings of the giver, at the receiver’s expense.
If you’re interested in reading about the impact of Peer Tutoring, please head over to our downloads page where we’ve added our latest report on a Peer Tutoring project at Sefton Park Primary School we ran in autumn 2014.
Neil and Judith are delighted to announce the launch of their new Peer Tutoring scheme. Using the principles and practises they have developed over the past 3 years with C4P they are now out on the road delivering their new, highly interactive, fun and powerful training for peer tutors of all ages. Over the past months C4P have been working in partnerships with schools and clusters cross the country from Cornwall to York developing their new programme. Please check out the new video and brochure at our website www.coachingforprogress.co.uk
Check out our latest flyer promoting Peer tutoring!
You can download the programme here
‘High Impact, for low cost, based on extensive evidence’ – Education Endowment Fund
Coaching for Progress are delighted to be a launching a new Peer Tutoring training programme. The programme is a one day course where pupils will learn the skills to tutor, mentor and coach their peers in order to accelerate the learning of others and make better progress themselves.
Here is the feedback from yesterday’s launch with 20 Year-four and Five Pupils in North Somerset:
- I learned a lot about listening and being respectful and I learned how to coach somebody in real life. I really enjoyed it, thanks so much.
- It’s actually a really fun job to be a coach or a mentor as you can help other people get better and improve.
- I learnt to use positive body language and enthusiastic words
- I have learnt to be a good listener and role model
We are delighted to let you know that Coaching for Progress is now an official Institute of Leadership and Management recognised provider.
ILM have accredited our following 4 training programmes:
- Supporting Academic Progress through Coaching
- Coaching Skills for Education Professionals
- Improving Outcomes for Families through Coaching
- Stepping up to Leadership
This means we are now an accredited provider with both ILM and the Association of Coaching – contact us for further details about this and how you can achieve accreditation through our training.
Further details about our brand new Peer Tutoring Programme will be available in the next few days so stay tuned!!
We have been all over the place this month – a big thank you to St Mary Redcliffe in Bristol and your fun and friendly support staff, thanks to Gordano in North Somerset – what an energetic and positive team. Zoe at Clevedon thanks for your warm welcome – what next we wonder? C4P are looking forward to Newport and Manchester next!
Thanks to everyone that came and saw us at the Euro Coach list conference and all the great people we met there too.
We loved Chris Samsa’s work on Positive Psychology and Mindset, Jen Gash on Creativity in coaching and David Wetton on Spirituality in the workplace.
It was great to see old friends and new (Christian Worth – what a delight!). Look out for Stuart Hayden from http://www.stormbeach.co.uk. His book ‘It’s not about the coach’ hits the shelves next week. Thanks to Coen, Amechi and Lindsey for a great event
Here are details of our upcoming 2-day training events:
|Thursday 7th November 2013
09:00 – 16:00
|Nailsea School, Nailsea
|£250 per delegate
|Friday 24th January 2014
09:00 – 16:00
|Nailsea School, Nailsea
|£250 per delegate
Please click here to view / download the flyer for these events.
To book your place, contact us at:
Date: 16th – 17th November
Location: Eastwood Park, Gloucestershire GL12 8DA, UK
Judith and Neil are delighted to be returning to this years EC-L conference where they will be exploring the idea of a fixed and growth mindset and what that means to children as learners. For further details please follow the link: http://www.eclconference.com/session2013/181