Page 118 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 7: Learning in Training

Another purpose of feedback is to correct or improve poor performance exhibited by the learner. Notes
This is often called corrective or constructive feedback, because its purpose is to change learner
behaviour that does not contribute to the achievement of intended outcomes.

7.5.2 Making Effective Feedback

Components of effective Feedback:
(a) Feedback has the potential to rectify inappropriate learner performance or maintain and
reinforce good performance. You should strive to provide learners with feedback that is
effective. Such feedback has several important components.
(b) Person-based Feedback vs. Performance-based Feedback: Feedback should not be centered
on individuals. You should, instead, direct it to learner behaviour (activities) or
performance (results). Person-based feedback is harmful because it does not give the
person something concrete to change.

Did u know? Behaviour-based feedback
Behaviour-based feedback, which focuses on what people do, is more effective than person-
based feedback because it does not provoke defensiveness.
(c) Vague vs. Specific Feedback: Feedback should always be specific. Vague feedback makes
people confused about what they did. It is unlikely that such confusion will make the
learner change his or her behaviour in the case of positive feedback, or maintain effective
behaviour in the case of positive feedback. On the other hand, when feedback is specific,
the learner knows exactly what behavior is appropriate or inappropriate.
(d) The timing of Feedback: Feedback is diminished when the length of time increases between
the behaviour and the feedback provided about it. Feedback delivered at the end of a
three-day workshop about a problem that happened on the morning of the first day will
probably not be effective. Learners may not even recollect the behaviour upon which the
feedback is based. When feedback is delivered soon after the behaviour or performance is
demonstrated, it is more effective because immediacy exists between the behaviour and
the feedback. This principle holds true for both positive and corrective feedback.
(e) Feedback Balance: Feedback balance refers to the relative amounts of positive and corrective
feedback given to the learners. Learners become frustrated and feel inadequate when they
are given too much corrective feedback. They may give up as their self-confidence
diminishes. On the other hand, learners may not feel challenged if they are given too
much positive feedback. Too much positive feedback may produce overconfidence, which
may create a sense of reality shock when they return to the workplace.

Feedback Guidelines

(a) Make sure that the feedback you give is always sincere. It is typically easy for learners to
recognize insincere feedback. Insincere feedback undermines your credibility because it
raises questions about your honesty and sincerity. Another guideline to follow is to
ensure that you use effective eye contact and proper voice inflection so that your feedback
sounds as sincere as it should really be.
(b) When you provide feedback to a learner, deliver it in a relaxed yet professional manner.
If you appear nervous or anxious, the message quality and effectiveness are reduced.
When feedback is delivered in a straightforward manner and you appear confident, the

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