When it comes to learning, providing quality feedback to the learner is most important. That feedback should focus on tasks important to the learning cycle – definition, planning, execution, and evaluation.
But as important as feedback is to the learning process, many adult learning leaders struggle with providing specifics about how the young learner can best approach and eventually master their learning goals. And, young learners often do not learn how to give feedback to each other and to their adult learning leader.
In October, the Harvard Business Review published an article, “How To Encourage Your Team to Give You Honest Feedback,” written Deborah Grayson Riegel. Riegel teaches leadership communication at Duke University’s Fuqua School of Business, and has taught for Wharton Business School, Columbia Business School’s Women in Leadership Program, and Peking University’s International MBA Program.
In the article, Riegel writes,
“Here are five common barriers you might face in getting helpful feedback from…and how to address them so that you can gain the insights you need.
1. Worrying about whether you’re even open to feedback.
Far too often, team members expect to be given downward feedback, but unless they’re explicitly invited to offer upward feedback, they won’t know that’s even on the table.
What to do: Tell your [learning partners] that you’re not only open to feedback, but that you want and expect it. One way to frame it is to share that self-improvement is a personal and professional commitment you’ve made to yourself — and ask for help meeting your commitment. Ask, “Would you please help me keep the commitment I’ve made to myself?” That way, your [learning partners] can view their feedback as helping you make good on a promise you’ve made to yourself.
2. Apprehension about “doing it right.”
Giving feedback adeptly is a skill that needs to be learned. If your [learning partners] haven’t learned how to do it well — perhaps because they haven’t had access to training, practice, or role models — then they may resist doing it at all.
What to do: Let your [learning partners] know that feedback is a skill best learned through practice — a great development opportunity for themselves — and that you’d like to give them the opportunity to practice with you. Assure them that they don’t have it do it “right.” They just have to show a willingness to try, and to try to get better over time. It can also be helpful to remind them that learning any skill goes through four stages:
- Unconscious incompetence (“I don’t know that I don’t know how to do this well.”)
- Conscious incompetence (“Now I know that I don’t know how to do this well.”)
- Conscious competence (“Now I know that I do know how to do this well.”)
- Unconscious competence (“I am doing this well without even thinking about it.”)
Remember to acknowledge and celebrate their skill development as it progresses.
3. Fear of retaliation.
Let’s face it: [Adult learning leaders are] in a position of power. You have access to resources that are important to your [learning partners, both peers and your young learners]. [Learning partners] may worry that giving feedback could interfere with their future opportunities. In addition, in some cultures, giving feedback “up” the hierarchy is simply not done. It would be seen as disrespectful and insubordinate. Be aware that these cultural norms can be a significant barrier.
What to do: Demonstrate empathy and humility. Try saying something like, “I know that it can feel uncomfortable to give feedback to [other learning partners]. Let me reassure you that I see your willingness to give me helpful feedback — even if it’s negative — as one of your [greatest] assets. I know that I can get better, and I want to.”
4. Concern about hurting your feelings.
You’re only human, right? And feedback — especially when not delivered skillfully — can activate feelings of social rejection. Your [learning partners] may be understandably worried about hurting you and the relationship.
What to do: Demonstrate your self-awareness by taking the lead in giving yourself constructive feedback first, which can mitigate their fears. You might say, “I know that I tend to be slow and methodical in my work, often prioritizing accuracy over action. Others have shared with me that they find my style hard to work with, especially when they’re facing a tight deadline. I’d like to get better at that. Would you share what you’ve experienced?” And then, once you have them talking, you can ask, “And is there anything else I could be working to improve right now that would make your work easier?”
5. Suspicion that nothing will change as a result of the feedback.
Giving feedback is hard, but giving feedback that doesn’t result in improvement is even harder. Soliciting feedback without addressing it and taking action on it quickly erodes trust, as it undermines your sincerity and reliability.
What to do: Tell your [learning partners] what you plan to do with the feedback they give you. This might range from, “I appreciate you telling me this — and I’m not sure I can address it right now. Here’s why…” to “This is very helpful, and I am going to take action to change this behavior. Here’s my plan…” And in both cases, keep actively, openly, and assertively inviting them to give you feedback.”
Quality feedback is a game changer when it comes to producing smarter and stronger learners.
And quality feedback is more than standardized test scores, which our traditional public school system seems to put so much faith in.
Friday News Roundup tomorrow. SVB
A Better Path to Learning 
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