Sequencing Active Training Activities
4. It is directed toward behavior that the receiver can do something about
Reminding a person of some shortcoming over which he has no control only causes frustration.
5. It is solicited, rather than imposed. Feedback is most useful when the re-ceiver herself has formulated the questions that those observing her answer.
6. It is well-timed. In general, feedback is best offered as soon as possible after the given behavior (depending, of course, on the person’s readiness to hear it, the support available from others, and so on).
7. It is clear. Feedback is worthless if the receiver misinterprets it. One way of checking is to have the receiver try to rephrase what he has heard to see whether it corresponds to what the sender had in mind.
The training activities you have chosen to support the handout include A. Asking participants to assess themselves as givers of feedback
B. Setting up role plays so that each participant can practice giving feedback to a difficult employee
C. Dividing participants into small groups and asking them to discuss and clar-ify the handout
D. Setting up skill-building exercises to practice each skill suggested by the handout
E. Asking participants to discuss what they value when receiving feedback F. Having participants identify employees to whom they would be willing to
give feedback according to the guidelines in the handout In what order would you sequence these activities? Why?
1. ____________
2. ____________
3. ____________
4. ____________
5. ____________
6. ____________
Bear in mind that there are many viable sequences. Here is one way to se-quence the module in Figure 8.1:
1. E. Ask participants to discuss what they value when receiving feedback.
(A good lead-in to the handout)
2. C. Divide participants into small groups and ask them to discuss and clar-ify the handout. (A study group method for teaching about feedback) 3. A. Ask participants to assess themselves as givers of feedback. (A useful
way of reviewing the handout and motivating participants to improve their skills)
4. D. Set up skill-building exercises to practice each skill suggested by the handout. (An activity that allows the group to learn the subskills of giv-ing feedback)
5. B. Set up role plays so that each participant practices giving feedback to a difficult employee. (An opportunity for participants to pull together the skills learned in the previous step)
6. F. Have participants identify employees to whom they would be willing to give feedback according to the guidelines in the handout. (A con-sideration of on-the-job application of the skills taught in the module)
Active training programs contain sequences of activities or modules that ad-here to the six guidelines presented at the beginning of this chapter. Figure 8.2 presents an example of a one-hour training sequence on the topic of en-couraging feedback from others. As you read the design, note (1) the use of several methods described in previous chapters and (2) the way in which se-quencing guidelines are respected (interest building, easy activities first, a good mix, and so on).
FIGURE 8.2. ENCOURAGING FEEDBACK FROM OTHERS
1. Objectives
Participants are told that during the next sixty minutes, they will:
• Discuss the reasons why people withhold feedback
• Learn ways to encourage honest, constructive feedback from others
• Identify the kinds of feedback they really want to receive
• Develop an action plan to obtain feedback from someone in the workplace APPLYING
SEQUENCING GUIDELINES
FIGURE 8.2. continued 2. Opening Exercise
Participants are shown a 4 by 4 matrix and asked how many squares they see.
At first glance, the typical participant sees sixteen squares. In fact, there are thirty! The facilitator points out that, just as the exercise shows that there is more than meets the eye than what appears at first, when it comes to how we see our-selves, there are always things we don’t see (our “blind spots”) and it helps to hear the perspectives of other people.
3. Self-Assessment
Participants are asked to rate themselves on five statements that assess their openness to obtaining feedback from others.
4. Experiential Exercise
Participants obtain partners. They are given a list of animals and asked to choose one that best describes their partners. They are told not to reveal their choices to their partners. After two minutes of reflection, they are told: Before you tell your partners the animals you have chosen, I have two questions for you. The first question is: How many of you are eager to tell your partners the animal you’ve chosen? [Participants are asked to note the number and speed with which peo-ple raise their hands.] Then they are asked: How many of you are eager to find out what animal your partner has chosen? [The participants will notice that more people raise their hands and do so with greater enthusiasm.]
These key points are given:
• People usually prefer to receive feedback than to give it.
• Because of this fact, very little feedback is given. If nearly everyone wants to receive feedback more than give it, nearly everyone will not receive any feedback, except for mandated performance appraisals.
• Then the following directions are given: Now, it’s time to find out from your partner the animal he or she has chosen and the reasoning behind the choice, but instead of just telling each other this information, I want each of you to INVITE your partner to reveal it. Your job is to ask for the animal feed-back in such a way that your partner feels ENCOURAGED to tell you. Say something so that your partner feels that you really want the feedback and that it’s safe for him or her to be honest.
• Five minutes are given for partners to invite and receive the animal feedback from each other. The activity is then debriefed by asking a few participants to share how their partners “encouraged” them to reveal the feedback.
5. Lecturette: Why People Withhold Feedback
The facilitator presents five reasons why people withhold feedback. Participants are invited to share brief examples about when these barriers apply in their work situations.
FIGURE 8.2. continued 6. Writing Task: Encouraging Feedback from Others
Participants are given worksheets that contain six suggestions on how to encour-age feedback from others. They are asked to study the suggestions with their
“animal” feedback partners. Next, they are asked to list the names of people (co-workers, supervisor, customers, and direct reports) with whom they work closely. Then they are requested to select one person from whom they would like to receive feedback and to specify the feedback they are seeking from that person.
Following the above, participants are asked to review the suggestions on how to encourage feedback from others and select one or more they would like to use to encourage feedback from the persons they have identified. Then they share their plans with their partners.
Source: Adapted from Silberman, 2005.
Another sample sequence is given in Figure 8.3. Taken from a parenting course, the topic is that of obtaining support from other adults. Again, take no-tice of the techniques and guidelines as they are employed. Nono-tice, in partic-ular, how each part of the design flows into the next part.
FIGURE 8.3. OBTAINING SUPPORT FROM OTHER ADULTS
This session is devoted to how parents obtain support from (and give support to) other adults who care for their children, such as a spouse, relative, teacher, and child caregiver. The key assumption is that parenting does not occur in a vac-uum. There are always other significant adults who can support or undermine an individual parent’s efforts.