Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
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The purpose
As a serving head of more than twenty years I have spent many years coaching and giving feedback to people in order to get them to a stage where they become self-generating, self-motivated and reflective professionals. Initially much of the feedback given was linked to lesson observations but as I developed my feedback and coaching skills I have reflected long and hard in relation to giving of effective feedback in all situations. In the giving of feedback I have always aimed to help colleagues become personally reflective professionals not dependant on my input but being prompted by me to think a little harder and deeper about their actions. I have found staff at all levels can appear to be effective intuitively but they dont always know why. Staff who are less reflective can find it hard to analyse their own performance, develop their own solutions and generate their own plans and learning when things go wrong or circumstances change. Often they are not good at reflecting on, conceptualising or articulating their successes and failures and as such they tend to repeat patterns of behaviour. This inability to
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see ones own patterns of behaviour is most noticeable in the classroom, especially if those being taught are quite well behaved and not prone to react to a teacher who demonstrates patterns of behaviour that are less helpful than they might be. It is in the giving of lesson observation feedback that the effective team leader can most quickly develop the skills of coaching and learn to promote self-evaluation in the staff s/he works with. By being effective at the facilitation of feedback to colleagues, after lesson observation, team leaders can assist those colleagues who are prone to being active without the essential underpinning of reflection, selfawareness and continuous improvement.
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using it. Before you give any feedback you have to learn to examine your motives and manage your manner and approach or the process can be a negative or unproductive one. To be very effective at giving feedback I suggest you need to have total focus on the team or team member you are working with. You need to notice small verbal and physical clues and be prepared to be adaptable and flexible in order to get the job done to the satisfaction of all concerned. To have this total focus I think it is useful to become an expert single tasker! You hear so much about multi-tasking these days; this is the thing men cant do well, we are told! If the colleague/s you are giving feedback to sees you are thinking of something else, or even worse doing something else [like answering the phone], then any notion of quality feedback and coaching will almost certainly be lost.
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Stage 1 Current scenario (What are the problems we should be working on?). Stage 2 Preferred scenario (What do we need or want in place of what we have?). Stage 3 Action strategies (What do we have to do to get what we need or want?).
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sensitivity are held in mind. In some team situations the giving of open feedback is acceptable especially in situations such as team training events; this is similar to the sport coach giving verbal feedback quickly and very much in context. To be aware of what is acceptable in what context needs great sensitivity and a good knowledge of the team or the individual, this takes experience and a good degree of emotional intelligence.
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development planning and coaching/feedback. As the use of feedback becomes more effective the coach should be able to hold the needs of the organisation in mind and ensure the work of individual/team is aligned with those needs. As the skills and capabilities of the coaches improve further they will become more proficient in understanding the talents and aspirations of staff and be able to attune these with the organisations climate, culture and methods of working. This process of aligning the work of colleagues and attuning their aspirations should ensure the use of feedback generates professional development that benefits the individual, teams and the organisation.