How do you handle feedback that contradicts your expectations or assumptions about instructor-led training?

Es clave ser una persona abierta a las críticas y sugerencias, la humildad es importante e incluso es parte de la ense?anza para otros alumnos, que están escuchando la situación. Como profesos no tenemos porqué “saber todo”.

Many times the feedback is either anonymous or comes after the class has departed the pattern. I always encourage anonymous feedback in order for people to feel free to tell me what they thought of the class. One has to appreciate the "tack" that the students are coming from. Many are afraid that they will not do well with the new tool and will get fired. In Government, most were "ordered" to go to training and that usually comes out as well. Most feedback is helpful and some you have to consider the source.

Feedback sempre importante e essencial para aprimorar todo o processo de concep??o e execu??o do treinamento. Sempre existe olhadinha de pessoas mais críticos e critérios específicos

Tem feedback agressivo sugerido como conselho pontuais. Absorver o que nos edifica e ensina é válido e o que for a mais desprezar com classe.

"...you need to reflect and evaluate it objectively and critically". Very true but sometimes difficult: this vital process requires discernment and humility. Without acting on feedback our development is stunted, but positive or negative feedback given for the wrong reasons can be a real stumbling block if allowed too much influence. If unsure about feedback validity, I consider: - Does it fit a trend with other feedback/my own self-assessment? - What do I know about the motivation/'competence to evaluate' of the source? - How much is my own pride or insecurity affecting how I handle positive/negative feedback? - Who is a trusted sparring partner/mentor that I can discuss this with for an honest external perspective?

It may also be a good opportunity to change and clarify the questions that you ask if the responses for particular questions indicates a "modal" failure to understand it. Good communications also means knowing how to reach your students. The same method doesn't always work well with your next class.

As rea??es após feedback n?o s?o as melhores, pois mexer nos nossos valores ou cren?as é sempre delicado e paulatinamente constru??o de pontes mentais. Modera??o e sutileza s?o equilíbrios.

I taught a U.S. Army SAP class at Rock Island, Illinois. One GS student was very upset and let me know that she wasn't learning anything here! Once I equipped the class with resources, work instructions, and practical exercises that they were able to finish, and facilitated for those who had difficulties, the same lady was hugging me afterwards to thank me.

In my opinion, Here is a suggested approach: 1. Open-mindedness: Be receptive to feedback. 2. Active Listening: Listen without interruption. 3. Clarification: Seek understanding through questions. 4. Reflection: Ponder feedback against assumptions. 5. Validation: Acknowledge valid points, even if contradictory. 6. Assumption Review: Reassess assumptions based on feedback. 7. Adaptation: Adjust training methods for improvement. 8. Continuous Improvement: Stay open to feedback for ongoing growth. Approaching feedback openly, listening actively, and reflecting on it offers a pathway for handling contradictions in instructor-led training assumptions, fostering growth.