How do you give constructive feedback in an instructor-led training?

Feedback is indeed the cornerstone of effective learning. It's important to deliver it in a way that's constructive and empowering. Highlighting strengths first builds confidence and receptiveness. When addressing areas for improvement, it's helpful to be specific and focus on the behaviour, not the person. Offering practical suggestions and alternatives rather than just pointing out what's wrong can foster a growth mindset. Effective feedback is a dialogue, not a monologue. Inviting learners to reflect on their performance and share their perspectives can make the process more engaging and beneficial for both parties.

Feedback is the signal a trainee expects in order to gauge progress. Feedback needs to be ALWAYS constructive, offering opportunities for further development and correction. I found many situations when progress was stifled or regressed when feedback was criticism only. Each feedback always starts with the positive aspect, for each of us does something well that needs to be highlighted and encouraged.

Feedback helps in personal, professional and organisational development. Feedback serves as a compass guiding individuals and groups toward improvement and growth. It serves as a compass, guiding individuals and organizations toward excellence. Constructive feedback fosters personal and professional growth, highlighting strengths and pinpointing areas for development. Additionally, it enhances communication, fostering a culture of openness and collaboration. Timely feedback builds trust and strengthens relationships, aligning expectations and promoting a positive environment. Embracing feedback cultivates adaptability, as it facilitates continuous learning and adaptation to changing circumstances.

For constructive feedback giving, it is very important to clarify the purpose of the feedback precisely. The feedback must focus on the act or performance rather than the individual. Also, the delivery of feedback should be in a two-way communication setting. It should be planned with some thoughts of the end-in-mind for the improvement actions. Listening is as improtant as giving the feedback. avoiding personalising and leading the other party to become defensive is very crucial for successful constructive feedback. action plan for improvement is very essential for getting the benefit of the feedback session.

Seja Específico; Ao fornecer feedback, seja específico sobre as áreas que foram eficazes e aquelas que podem ser aprimoradas. Isso ajuda o instrutor a entender exatamente o que funcionou bem e onde há espa?o para melhorias. Destaque Pontos Fortes; Comece destacando os pontos fortes do instrutor. Reconhe?a as áreas em que eles foram bem-sucedidos, como a clareza na comunica??o, o conhecimento do assunto ou a capacidade de envolver a audiência. Aponte para Oportunidades de Melhoria; Em seguida, aborde as áreas que podem ser aprimoradas. Seja específico, mas também construtivo em suas sugest?es. Por exemplo, se a estrutura da apresenta??o precisar de ajustes, sugira maneiras específicas de melhorar a organiza??o do conteúdo.

Navigating this issue can be complex as I believe feedback is most effective when provided immediately after an activity concludes. Yet, during a training session, interrupting the learning flow can be challenging, making timing crucial. To address this, I proactively plan the timing and method of feedback delivery, occasionally communicating this to participants in advance.

The timing of the feedback could either make or break it. One needs to consider factors like mood, situation, relevance, priority, context and many other things before choosing to give a feedback. In an ideal scenario, the best time to give feedback is as soon as it is identified. However, the situation and the receiver's readiness will determine the timing. In case the receiver is within a training session, the feedback could be given provided that it doesn't disturb the flow of session and the composure of the trainer. Additionally, the urgency and importance of the feedback would also determine the timing. Based on this, one could give the feedback immediately, over a week or even after a couple of weeks after further observation.

It is important to ask if the person wants feedback, not just assume so. If they agree to accept it there is more buy-in. Ask permission first.

I find that the timing of feedback can make a big difference in its effectiveness. Immediate feedback is invaluable for short-term tasks, helping learners correct mistakes and apply new strategies on the spot. For more complex tasks or longer training sessions, feedback at the end allows learners to fully engage with the material first. It's also important to consider the learners' emotional state; feedback should be given when they are most receptive. Using tools like online quizzes or surveys post-session can also be a great way to provide timely, personalised feedback without disrupting the flow of training

In a world full of online and in person trainings, providing constructive feedback in instructor-led training is essential for the improvement of both the trainer and the participants. The best way to give feedback is by clearly identifying the behaviour or action you are providing feedback on. Specific examples help the instructor understand exactly what they did well or need to improve. Always frame your feedback around specific behaviours rather than making it personal. This helps keep the conversation objective and avoids putting the trainer on the defensive. Start with positive feedback to acknowledge what went well. Then provide the constructive feedback in the middle, and end with more positive reinforcement.

Providing constructive feedback is a skill that one must practice to communicate the right intention and avoid demoralizing criticism effectively. As a Master instructor, I found it challenging to provide accepted feedback, given the fact that most peers were exceptional instructors. Some resented “constructive” feedback because of their arrogance or lack of open perspective to improve, sadly. The result after years in this environment was to provide a “sandwich concept” effect in giving Good-Bad-Good feedback with an objective in the end. Yes, sometimes people are awful in some areas, but what I found most useful is to give praise and “recommend” an alternate approach or provide a “I want to challenge you with” through your feedback.

When giving feedback in instructor-led training, I start positively, highlighting what works well. Then, I use specific, objective examples to pinpoint areas for improvement. For instance, "The interactive exercises were engaging, but I suggest adding more case studies for clarity." I use "I" statements to express my perspective, like "I felt a bit lost during the Y topic, could we revisit it?" Offering suggestions, such as incorporating multimedia, makes my feedback constructive rather than critical. I also offer resources if I have them. Throughout, I maintain a respectful and professional tone, recognizing the instructor's expertise. If necessary, I follow up later to discuss any changes or improvements.

What works for me is these three things - to set up ground rules about how we will be when things go well and when things are not going well. - when sharing feedback, I focus on the future and share it as what worked well so far and how can we make this even better. - while receiving feedback I always tell myself, it tells me about what the other person needs from me. Feedback is always in a context and within the system of the people involved. So it is a rich source of information about me, the feedback giver and the context we exist in

The most important is to build a culture open to feedback where there is a commitment with the person evaluated that we will strive to help them evolve through feedback. It’s important to have positive messages focusing on strengths and opportunities for improvement, and should always be accompanied by specific examples for more effective communication.

I agree with Bill, start with the things that went well, this demonstrates that you were paying attention to everything, not just the things that could be improved. Conclude comments with a reminder that life is a journey and the goal is to improve along the way. This

Based on our experience from numerous training sessions over the past 10 years, we have found it helpful to first engage the other person and pique their curiosity before sharing feedback. You can do this by asking questions such as, "What is the main objective you are trying to meet?", "How has the current practice or behaviour helped you achieve your objective?" and "Do you think there is something you could have done better?". This reflective approach often leads the other person to arrive at your feedback on their own or become more interested in hearing your insights.

Receiving feedback with openness and grace is as critical as giving it. It's a skill that demonstrates professionalism and a commitment to continuous improvement. Active listening is key – it shows respect for the feedback giver and helps in fully understanding their perspective. Asking questions for clarification not only shows engagement but also ensures you're on the same page. Expressing gratitude, even if the feedback is tough, fosters a positive learning environment. Importantly, taking actionable steps based on feedback and following up shows that you value and respect the input. This not only improves your skills but also builds trust and credibility with your audience.

Part of being an effective communicator is being open for feedback. Keeping an open mind and having a willingness to hear alternative points of view benefits everyone.

Receiving feedback in instructor-led training is a skill vital for personal and professional development. Approach feedback with an open mindset, valuing it as an opportunity for growth. Listen actively, focusing on the specifics provided. Avoid defensiveness; instead, seek clarification to fully understand the feedback. Reflect on the information, identifying actionable steps for improvement. Appreciate the constructive aspects and use them as motivation. Embrace feedback as a continuous learning tool, demonstrating a commitment to enhancement in the context of instructor-led training.

Student feedback is very often a loaded situation with some students. With others, their feedback can give constructive indications of an instructor's performance. Student feedback can be very helpful in spotting trends in the teaching of subject material, and in the way that students feel.

Measuring feedback is essential to validate its effectiveness. Feedback forms are great for gathering direct responses about its perceived value. They should be easy to understand and respond to, encouraging honest and constructive input. Quizzes and tests are effective for gauging knowledge retention and application. Observational assessments can provide insights into behavioural changes and practical application of the training. Additionally, follow-up interviews with learners or their managers can offer in-depth understanding of the long-term impact of feedback on performance. It’s important to use a combination of these methods to get a comprehensive view of the effectiveness of feedback.

Conflict can be as uncomfortable as it is inevitable. Opinions may differ, personalities and egos can clash, and, as a result, humans will act in human ways. Sometimes people will go on the offense to win the conflict—speaking without listening, raising their voice, and posturing. More commonly, people withdraw from the conflict and head to the sidelines to avoid it—denying, hiding, ducking, and dodging or agreeing, conceding, or complying against their best judgment. Of course, the best way to reduce (not avoid) interpersonal conflict is to establish a healthy feedback system within your team. When a feedback system exists, issues are nipped in the bud before they take on a life of their own and become problems.

Measuring feedback effectiveness in instructor-led training involves several key steps. First, establish clear objectives and criteria for success. Ensure feedback aligns with these benchmarks. Utilize quantitative metrics where applicable, such as assessment scores or performance improvements. Gauge learner engagement and application of feedback in subsequent activities. Regularly assess overall training outcomes against predefined goals. Additionally, gather qualitative insights through surveys or focus groups. This comprehensive approach ensures a robust evaluation of feedback impact, informing continuous improvement in instructor-led training.

Feedback is a two way measuring tool for the teaching-learning process. When used wisely and correctly it measures the performance of everyone in the room, workshop, laboratory, etc. Understanding the dynamics of both the negatives and positives within a class helps to sift out what is being achieved in relation to the course materials and specifications, and where adjustments can be made in either the teaching role or the learning role.

Feedback alone, without having an impact and improvement or having the opposite reaction from our colleagues is not useful. Proper feedback will provide essential information about space for improvement, short or long term plan, defined activities and let’s call it deadline. In case of results there will be some KPI, goal, or in case of corporate culture some competencies that can be easily compared with previous ones after defined time period.

You need to understand triggers. These are involuntary reactions to your feedback. When people behave out of character it is often a trigger. As a facilitator you cannot be precious about your intentions in trying to substantiate your reasons. You need to run with the impact. @Douglas Stone and @Sheila Heen wrote a brilliant book “Thanks for the Feedback”. In it they distinguish between three triggers: truth (content), relationship (who are you to…) and identity (never, ever, always). Once you can spot the triggers, the conversation changes from substantiation to understanding.

Feedback and how it should be given, or shouldn't be, or what strategy is the best truly depends on the individual situation and the stakeholders of that situation, but being willing to read a room and adapt, and finding a way to change what is seen as the typical feedback session, has worked well for me. If I can find a way to start early on in any course mentioning the importance of self assessment and plant the seed, when it comes time to give that constructive feedback I can ask them what their goals are in (insert the behavior or skill I want to correct) and help them shape goals and as they create them, I can add my feedback and it comes off as a partnership with them, rather than a scolding, but all situations are unique.

I design all my programs with many opportunities to give and receive feedback. It is built into the structure. I ask for permission to give feedback when it is not a scheduled feedback session within the program design. Feedback is a gift. When receiving feedback more than anything else I am learning about the person giving the feedback - how they interpret information, how they view the world, where I stand with them. When I give feedback I am letting people know what I am paying attention to, how I interpret what I hear and see. As the recipient of feedback I express my genuine appreciation with, "Thank you."

Feedback is crucial not only in the training stage but in any stage during the employment. Feedback should be from both sides; from the instructor to trainees and from trainees to the instructor, since the feedback from employees can insure an effective adjustment of training programs. On the other hand, feedback can help the trainees have a better understanding of improvement areas.