Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11FEEDBACK TOOL-KIT Other factors to consider when giving feedback: Non-verbal cues – Be aware of the non-verbal behaviour that the feedback recipient might exhibit, such as nervousness, fear, anger, withdrawal etc. When giving feedback it’s important to be aware of your own non-verbal behaviour that could send negative cues to the feedback recipient, such as anxiety, disappointment, anger, frustration etc. Avoid giving feedback if either you or the feedback recipient are in a state of emotional turmoil – the outcome will not be successful! Ensure your message is clear – State exactly what you mean. If you are not clear / explicit then the feedback recipient may overlook or misinterpret the message you’re trying to get across. Ensure you are consistent with your messages. Receiving feedback Feedback can be considered a gift – it offers the recipient the chance to improve, grow and feel cared about and valued. The feedback recipient will get more out of the feedback if they:  Are open and receptive to new ideas and perspectives - Accept the feedback positively rather than being dismissive  Listen and don’t interrupt – be attentive and concentrate on what is being said  Understand the message – if not, ask for clarification  Invite suggestions to aid improvement  Reflect and decide what to do – assess the value and consequences of using or ignoring the feedback  Acknowledge and thank the person for giving feedback Active listening Active listening is a valuable attribute for both the provider and recipient of feedback, as it helps to promote effective two-way dialogue. Active listening involves maintaining good eye contact, maintaining an open body posture, using clarifying questions and summarising the points discussed. Barriers to active listening include:  Wanting to talk rather than listen  Thinking of what we want to say next  Focusing on one aspect of the conversation and as a result, getting the wrong idea  Misunderstandings  Tuning out from discussion topics that you don’t like or are not interested in  Over use of jargon Weblinks and references to resources for information about giving and receiving feedback: ACTPS Performance Framework Bradford GP Training (UK) London Deanery South Australian Government (2008) Providing feedback and addressing performance concerns EntryId=667&PortalId=6&TabId=1936 University of Technology Sydney Vickery & Lake (2005)