Giving Feedback and Effective Learning
Catherine Striley, PhD, MSW, MPEResearch Assistant Professor, Department
of Psychiatry
IntroductionMentoring may be one of the most effective
learning techniquesMentors can help the mentee use the
experiential learning process, encourage peer-to-peer learning, and can provide helpful feedback
Helpful feedback is given using a positive, open style Shows respect, interest, clear desire to help
The content of helpful feedback is specific, descriptive“I” messages
OverviewMentoring and
Effective LearningExercise
Providing FeedbackExercises
Discussion
Learning Roles of the MentorAdvising Sharing knowledgeTutoring on performance, Being the master to the apprentice, Providing information and opportunities, and Modeling appropriate scientific behavior
(National Academy of Sciences 1997)The other mentoring roles are more supportive
and relationalBut, these roles are part of what makes the
learning effective, so don’t forget them!
Effective Learning: ReviewSystematic review of the literature conducted
by Steinert et al. Medical Teacher 2006, 28,60:497-526
Use experimental learningExperience, reflect, theorize, experiment (Kolb,
1984)Provide feedbackUse effective peer and colleague relationshipsUse a diversity of methods to intervene
Effective LearningMentoring is a learner-centered process
(Zachary 2000)Allows the mentee to learn through
observation, action, reflection and dialogue (Schon 1987)
“Learning is the process whereby knowledge is created through the transformation of experience.”
Learning by action, then reflectionHolisticRequires the learner take responsibility and
accountabilitySchön, D. (1983) The Reflective Practitioner, New York:
Basic BooksKolb, D. (1984) Experiential Learning, New Jersey: Prentice
Hall, Inc.
Experiential Learning
Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning; in C. Cooper (ed.) Theories of Group Process, London: John Wiley.
Effective Mentoring“Setting clear expectations, Regularly assessing their student’s
understanding, Fostering independence, and Asking colleagues for advice when
confronted with a challenge in mentoring” (Pfund et al. 2006).
Start with an Agreement/Plan IAssociation of American Medical Colleges
Compacthttp://www.aamc.org/research/postdoccompact/po
stdoccompact.pdfExpectations of the mentor
Develop the skills needed to promote the career of the mentee.
Mutually agreed upon set of expectations and goals are in place at the outset
Relationship based on trust and mutual respect.
Start with an Agreement/Plan IIExpectations of the mentor
Promote all ethical standards for conducting researchProvide sufficient opportunities to acquire the skills necessary to become an expert
Provide guidance and mentoring, and will seek the assistance of other faculty and departmental/institutional resources when necessary
Encourage networking and interaction with fellow scientists
Ensure appropriate creditAssist in exploring appropriate career options Commit to being a supportive colleague as they transition
Agreement/Plan Gives Assessment Tool Regular, periodic assessment of where the
person isReally providing the opportunity for them to
assess, reflect, and set new goals
Encourage Peer-to-Peer LearningWriting groupsMentoring groupsLab-based groupsBrown-bags
Exercise 1Milton comes into your office and asks if you
have time to meet with him. He then reveals that an article he submitted has been rejected for publication, and tells you that he thinks the comments were personal and hateful. He believes that he should turn the article around to another journal immediately because the reviewers weren’t fair.What would you want Milton to learn from this
experience?How can you facilitate Milton learning this
lesson?
What Kind of Feedback do You Give?Feedback diagnostic testhttp://www.mgt-online.com/begin/
giving_receiving_feedback/section1/sect1a.phtml
Ineffective/Negative DeliveryAttackingIndirectInsensitiveDisrespectfulJudgmentalToo generalPoor timing. ImpulsiveSelfish OUCH!
http://www.selfhelpmagazine.com/articles/growth/feedback.html
Effective/Positive Delivery SupportiveDirectSensitiveConsiderateDescriptiveSpecificHealthy timingThoughtfulImpulsiveHelpfulhttp://www.selfhelpmagazine.com/articles/growth/feedback.html
Negative/Closed Style
DefensiveAttackingDeniesDevaluesInvulnerableRationalizesPatronizingSuperficialGIVER AND RECEIVED CAN BE CLOSEDhttp://www.selfhelpmagazine.com/articles/growth/feedback.html
Exercise 2Describe a time when you gave up pursuing
some activity or goal.Did any negative feedback influence your
decision?Describe a time when you wanted to give up,
but didn’t.Did anyone give you helpful feedback?Did anyone encourage you? What did this look
like? Sound like?
Positive/Open Style
Open and vulnerableResponsive and acceptingRespectfulEngagedThoughtfulInterested
Adapted from http://www.selfhelpmagazine.com/articles/growth/feedback.html
Exercise 3You are in the final stage of a grant
application due tomorrow and expect Angini, your mentee, to have the background section completed. You believe you provided clear instruction to her and helped get her started.
Angini brings you the section in bullet form, but the points are tangential and do not help build the case for your proposal.
Dividing into pairs, one of you play the role of Angini, the other the mentor.
SummaryMentoring itself can be an effective learning
technique, using the experiential learning process, providing feedback, and encouraging peer-to-peer learning
Helpful feedback is given using a positive, open style
Helpful feedback is always supportive and respectful, even while it is challenging
Attacking a person, rather than an issue, is a sure way to ruin a relationship
More InformationLots of wonderful resources are available!
The Elements of Mentoring by W. Brad Johnson and Charles R. Ridley
Effective Coaching: Lesson’s from the Coach’s Coach by Myles Downey
The Mentor’s Guide: Facilitating Effective Learning Relationships by Lois J. Zachary
Power Mentoring by Ellen Ensher and Susan Murphy
Mentoring: How to Develop Successful Mentor Behaviors by Gordon F. Shea
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