Page 50 - COMP-UP_IO2_Training Curriculum_EN_new

Ask the volunteers, one person at a time, in the order in
50
which they came into the room:

• How did you feel while looking for the key?
• What did you think/feel as a result of the feedback
you received?
• How did the feedback you received affect your
performance?
• What did the feedback you received prompt you to
think/feel about the other participants in the room
who were giving it?
• If this was the type of feedback that you received
every day, how do you think it would impact your
desire and/or ability to keep yourself and your
teammates safe.

Summarise opinions shared by concluding:

• Different types of feedback can hinder or support
the receiver’s performance
• Specific feedback, which is delivered in a positive
way, has highly positive impact on the receiver’s
performance
• In the context of a learning process feedback is one
of the most vital aspects, but it is also one of the
trickiest to get right. It is information that can
influence future actions of the learner, it is
empowering as it leads to better performance if
given at the right time and in the right way.
Effective feedback provides a systematic approach
to developing better relationships, learning and
improving performance and staying on track and
achieving goals.

20 min Introducing structure/ rules for giving and receiving Laptop, projector,
feedback and short exercise – on the basis of the audio-visual
Webinar, ppt equipment, handouts
Divide the group in small teams of 3. 1,2,3, cardboard, white
Ask learners to watch the video about an example of board, flipchart,
giving feedback: flipchart paper, pen,
https://www.youtube.com/watch?v=5cb8BeNuRCU pencil, post it notes
and ask them to do the following:
- collect extra rules both for the Sender and Receiver of
the feedback
- identify the main parts of the SBI model in the
feedback’s content
- decide whether the feedback given is effective or not.