Done correctly, feedback can be a great way to improve your employees’ productivity, helping to improve their work or behaviour and give your employees the edge required to help your business get ahead in the marketplace.
Giving feedback that helps to increase performance and flag areas for development in others is an acquired skill that takes practice (and feedback!) to develop properly. Feedback can be one of the most powerful tools at a trainer's disposal when it comes to motivating employees for success, ultimately improving their performance.
Feedback can also be one of the most challenging communication skills to master, meaning that it can often be deployed incorrectly, leading to a negative learning experience for the employee and reducing the likelihood of a successful programme.
Effective Feedback is a 60 minute module which will help your coaches, trainers and mentors to understand the value of giving feedback and how to deliver it effectively.
After completing the module, your employees will be able to:
- Identify the difference between feedback and advice
- nderstand how effective feedback can improve performance
- Identify the key features of effective feedback
- Identify how effective feedback contributes to achieving business objectives and progression within learning
- Identify how and when to give effective feedback
- Understand the important of feedback in everyday settings versus feedback in Professional Development Reviews.
Accredited Off-the-Shelf Elearning
Adding value for your learners, this course is certified for Continuous Professional Development (CPD) and has been commended by City & Guilds.
Feedback is an essential part of the learning process. Effective feedback enables us to understand where we are in terms of our goals and targets, what is going well and what areas need improvement.
Integrating feedback into the learning cycle strengthens the effectiveness of your questioning techniques and builds into producing robust and smart target setting.
Effective feedback provides a measure of the learner’s performance - use constructive and factual terms to inform the individual about their level of performance. Feedback should be integral in all parts of the cycle.
In the initial stages of the learning cycle after initial assessment and gap analysis has been carried out, feedback is used to share starting points with the delegate, their manager and any external stakeholders of the training programme. This feedback is valuable for all parties involved in the training programme to build a clear understanding of the shared start point.
A manager’s expectation of the start point may differ from your findings from the initial assessment and these need to be shared sensitively at the start of the project. This feedback is important to help shape what comes later in the learning cycle and ensure that the programme addresses all the needs.
Continuous feedback should be used within the delivery and assessment stages of the learning cycle. Any questioning that takes place may require feedback, to confirm to the learner their progress and understanding throughout the course. If feedback is given effectively, then the individual and others involved in progression, such as managers, will have a clear understanding of the journey and where further intervention, focus or praise is needed.
This is a great tool for ensuring that progression is being made in a timely manner, and all feedback should be factual and constructive. It is at this stage that targets can be amended.
Receiving feedback is vital to you when evaluating a programme or course. Although you will be continually reviewing your delegates and stakeholders views, consolidating this feedback through tools such as: questionnaires, actions plans, self-evaluation as well as individual and group feedback, it is at the end of the learning cycle where larger changes and longer term commitments to improvement of the programme of course are usually made.
Using interim methods of gathering feedback from learners and delegates throughout the programme allows for continuous improvement. Allowing trainers, assessors and stakeholders to understand the needs of learners and avoid making assumptions on progress or success. As the cycle is continuous these changes will amend all relevant stages of the cycle during the next phase of delivery.