Trainer feedback

Giving formative feedback

What is feedback?

The term "Feedback" comes from the English word " feeding back". It is a process that aims to indicate to the learner if he is in adequacy with what he wants to achieve so that he can close the gap between his current activity and the expected result at the end of his training. (Cairn)

Feedback is an integral part of a development process and invites the learner to be an actor in his training.

Feedback is formative if it is :

• Well-intentioned
• Constructive
• Based on concrete facts
  (The opposite of subjective judgment)

The different sources of feedback :

• Self-feedback: the learner evaluates himself according to his expectations and those of the trainer
• Feedback through a device: e.g. validation through a quiz within an LMS
• Unintentional external feedback: e.g., from the trainer or other participants through non-verbal communication (surprise, smile, disapproval pout)
• Intentional feedback: the trainer gives feedback to the learner

Mason and Bruning differentiate several typologies of feedback:

• Verification feedback: informs about the correctness or incorrectness of the answer
• Elaboration feedback: provides clues to guide the learner to the correct answer or to improve his/her knowledge

Feedback can have different functions:

Cognitive functions allow:

• To evaluate
• Assist in the completion of a task
• To participate in the development of knowledge

The affective function allows :

• Motivate the learner: For example, encourage or increase self-confidence.

Receive feedback

Manage your emotions

Receiving feedback can evoke strong emotions.

It can be connoted :

• Positive: return on the reasons for the achievement of the objectives
• Negative: highlighting areas for improvement

If it is positive, the learner feels satisfaction, even pride. The tricky part is when the learner receives negative feedback. They may feel stress, shame or anger.
The risk is that the learner will focus only on the negative, devaluing the positive feedback and blocking the opportunity for growth by ignoring or rejecting the feedback.

With regard toself-feedback, depending on self-esteem, the learner may over- or undervalue himself.

The 4 main stages of receiving formative feedback

• Hearing feedback objectively and not overinterpreting the trainer's thoughts
• Resisting feedback: feelings of shame, ego damage or rejection and anger towards the feedback giver
• Feel curiosity: the learner shows interest, wants to know more to understand the feedback received
• Integrate feedback and implement the necessary actions to evolve

Have the right wording

💡 A study by Leslie John (Associate Professor at Harvard Business School) found that "people receiving feedback feltaversion toward the feedback giver, possibly going so far as to suspect that the giver was malicious."

So how do we do it?

Leslie John has the solution: articulate good intentions out loud. In her study, this change allowed people to perceive feedback more positively and be more receptive.

Feedback is an integral part of the learning cycle and is an undeniable lever for progress. It also fosters learner motivation and commitment .
The right combination is to provide external feedback to the learner while helping him/her to develop his/her self-feedback.

Let's make it real!