Feedback

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Feedback

• Dr Simon Hall

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Johari Window

• Disclosure/Feedback model of awareness known
  as the Johari Window, named after Joseph Luft and
  Harry Ingham. It was first used in an information
  session at the Western Training Laboratory in
  Group Development in 1955.

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Johari Window Known to Self Unknown to Self
Known to Others Open Blind
Unknown to Others Hidden Unknown
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Johari Window

• Open The open area is that part of our conscious
  self - our attitudes, behaviour, motivation,
  values, way of life - of which we are aware and
  which is known to others. We move within this
  area with freedom. We are "open books".

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Johari Window

• Hidden Our hidden area cannot be known to others
  unless we disclose it. There is that which we
  freely keep within ourselves, and that which we
  retain out of fear. The degree to which we share
  ourselves with others (disclosure) is the degree
  to which we can be known.

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Johari Window

• Blind There are things about ourselves which we
  do not know, but that others can see more
  clearly or things we imagine to be true of
  ourselves for a variety of reasons but that
  others do not see at all.  When others say what
  they see (feedback), in a supportive, responsible
  way, and we are able to hear it in that way we
  are able to test the reality of who we are and
  are able to grow.

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Johari Window

• Unknown  We are more rich and complex
• than that which we and others know, but
• from time to time something happens is
• felt, read, heard, dreamed - something from
• our unconscious is revealed.  Then we
• "know" what we have never "known" before.

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Examples

• Positive and Negative?
• Feelings and Thoughts?
• Insight and Reflection?
• Learning and Planning?
• Facilitate Change?

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Skills

• Active Listening
• Response to Cues
• Open Questions
• Challenge
• Summarising
• Reflection
• A Consultation?

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Pendleton

• Clarify any points of information/fact
• Ask the learner what s/he did well ensure that
  they identify the strengths of the performance
  and do not stray into weaknesses.
• Discuss what went well, adding your own
  observations
• Ask the learner to say what went less well and
  what they would do differently next time.
• Discuss what went less well, adding your own
  observations and recommendations

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SET-GO

• Group members to base their feedback on
• 1. What I Saw
• descriptive, specific, non - judgmental
• Facilitator to prompt if necessary with either or
  both of
• 2. What Else did you see
• what happened next in descriptive terms
• 3. What do you Think John?
• reflecting back to the doctor on the video who
  is then given an opportunity to
• acknowledge and problem solve himself
• Facilitator then to get the whole group to
  problem solve
• 1. Can we clarify what Goal we would like to
  achieve
• outcome-based approach
• 2. Any Offers of how we should get there
• suggestions, alternatives to be rehearsed if
  possible

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Do

• Give it with Care
• Let the recipient invite it
• Encourage self-criticism
• Be specific
• Outline the positive
• Avoid evaluative judgements
• Make the feedback actionable
• Balance the positive and negative
• Balance the timing of the positives and negatives
• Choose the right time and place

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Dont

• Deny the other persons feelings
• Be vague
• Accuse
• Take for granted the person has understood
• Bring in third parties
• Be negative
• Be destructive
• Be judgemental
• Bring up behaviours that the person cannot help
• Be overly impressed
• Be aggressive

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A Mnemonic

• Approach
• Sensitive to the person and their learning agenda
• Balance
• Of positives and negatives as per Pendleton.
• Credits to exceed Withdrawals to avoid an
  Emotional Overdraft
• Change
• To facilitate Change by Active Listening,
  responding to Cues to and providing Challenge.
• To identify their problem and, through skill
  rehearsal, to work on their solution.
• As per SET GO
• Description
• Feedback based on fact and not on opinion
  throughout.
• Exact
• Feedback focusing on specific areas throughout.