Content:
Why we give feedback
Giving feedback to others means letting them know how you perceive their behaviour and what changes you would like to see. The term comes from the English language and means "feedback". Feedback can be neutral, positive (praise) and negative (criticism).
The aim of feedback is to foster change - not to put someone down or punish them. Feedback should therefore always be specific, factual, respectful and constructive.
Feedback...
provides orientation and structure,
corrects behaviour,
prevents misunderstandings and conflicts,
motivates,
promotes the learning and development process and
improves co-operation.
Formal and informal feedback discussions with trainees
Most companies and training organisations have both formal discussion formats and informal feedback. Both have their place and benefits in training. Examples of formal discussion formats include performance appraisals or annual appraisals, which usually look at a longer, past period and are conducted using a standardized discussion guide.
Informal feedback, on the other hand, is situation-specific, can be given as required and sometimes takes place without being requested. Informal feedback can take very different forms: From simple praise ("good job") to something more substantial, such as suggestions for improvement.
What is crucial is that informal feedback and the way in which it is given can have a significant influence on communication in the workplace and the working environment - both positive and negative.
We recognise six forms of feedback:
Feedback refers to behaviour that is in the past:
Feedforward refers to future behaviours - and how these can be changed or avoided:
Giving constructive feedback refers exclusively to an activity on a factual level, not to the person, while destructive feedback leaves the factual level completely:
Constructive feedback should always be part of feedback and feedforward.
What feedback does: The Johari window
The Johari Window is a window of conscious and unconscious personality and behavioural traits between the self and others or a group. The Johari window is primarily used to illustrate the so-called "blind spot" in a person's self-image.
The "blind spot" refers to everything that is sent out by a person and perceived by recipients without the "sender" being aware of it.
Through feedback from our fellow human beings, information can be transported from the blind spot to the "public" quadrant and made accessible to ourselves and others.
Methods for constructive, informal feedback
Two simple feedback methods help to give constructive feedback related to a situation, or activity and behaviour, and at the same time provide suggestions for solutions or improvements along the way:
5-Finger Method
5-Finger Method
Thumb: The thumb represents something positive. Praise a specific achievement or a positive attitude of the learner.
Index finger: The index finger points to areas for improvement. Name an area in which the learner can develop further, but without a negative connotation.
Middle finger: The middle finger points to a main problem or challenge. This should be formulated constructively to give the learner the opportunity to reflect.
Ring finger: The ring finger represents potential solutions or alternative approaches. Offer concrete suggestions on how the learner can tackle the identified problem.
Little finger: The little finger symbolises support. Indicate willingness to help and co-operate to support the learner on the path to improvement.
The 3-W method (or 4-W method)
The 3-W method (or 4-W method)
Awareness ('Wahrnehmung'): Start with a clear identification of what the learner has done well or made progress in. This could be successful application of new knowledge, effective collaboration or other positive aspects.
Impact ('Wirkung'): Explain why this is important. Refer to the learner's learning objectives or general development. The connection between actions and goals makes the feedback more meaningful and motivating.
Wish ('Wunsch'): Finally, offer encouragement or suggestions to point the learner to the next step. This could include additional exercises, specific resources or targeted recommendations for improvement.
Sometimes a fourth W is added: What do you need from me? Ask what form of support your trainee needs to implement the feedback.
Both methods offer good opportunities to give informal feedback. The 3-W method provides a structured basis, while the 5-finger method is visual and easy to understand. Use these tools to motivate, encourage and effectively support learners. By providing regular, precise and constructive feedback, you can make a significant contribution to your trainees' learning success.