How Can I Give Negative Peer Feedback That Leads to Change?
We show you strategies and specific practices you can use to make critical feedback conversations successful. Explore models, principles, and concrete actions to manage negative feedback effectively.
“This stresses me out more than it does you.”
As much as it might surprise instructors under review to hear something like that, research shows it’s accurate.
And if you’ve ever conducted a faculty performance evaluation, you know it’s true.
However, critical feedback aids learning when given in small doses, and your colleagues need to know where their teaching could use improvement.
After all, it’s not only students who need evaluation to get better. Faculty performance assessment bears significant responsibility, including to your peers, and you’re not doing your peers any favors by avoiding a potentially sensitive discussion.
How Can I Give Negative Feedback That Leads to Change? was designed to take the worry out of discussing critical feedback, especially when you’re sharing it with a peer.
This Magna 20-Minute Mentor will help you:
- Gain credibility in terms of your knowledge and intentions
- Reduce your stress about sharing your observations
- Frame your negative feedback in a way that makes it useful
- Prompt your colleagues to anticipate and avoid barriers to change
Knowing how to deliver difficult feedback is an invaluable skill. It will help you and your colleagues develop your careers and benefit students for years to come.
Take advantage of this professional development opportunity with campuswide impact and order How Can I Give Negative Feedback That Leads to Change? today.
Product Code: PM14GA
We all have to give negative feedback sometimes, in our personal as well as professional lives.
This presentation will help you do a better job of it, whatever the context.
You’ll explore models, principles, and concrete actions to manage negative feedback effectively.
- Questioning techniques to help you build credibility
- Methods for focusing your comments and making them more tangible
- Practices and appeals to build agreement between you and the instructor you’re evaluating
- Prompts to help your peer prioritize and plan for change
After taking part in this Magna 20-Minute Mentor, you’ll be able to:
- Focus on your peer’s intrinsic or internally driven motives for teaching
- Speak in ways that reduce your personal stress when giving feedback
- Create different ways to look at “critical” and “negative” feedback
- Generate questions that establish common ground and promote shared priorities for change
Torosyan has provided multiple supplemental materials, to help you implement what you learn. You’ll receive:
- Checklists for before and after activities
- Self-assessments and rubrics to understand your approach to feedback
- Sample documents, including sample teaching clips with observation notes
- A compilation of learning objectives with teaching activities you can propose, mapped to each learning level
How Can I Give Negative Feedback That Leads to Change? will help you develop this important skill. This Magna 20-Minute Mentor will be useful to you, whether you’re currently delivering a negative faculty review or know that you may need to do so soon.
You’ll find that the principles and practices presented in this session apply to giving negative feedback regarding both teaching materials alone and classroom observations accompanied by such materials.
The presentation will be particularly helpful for individuals in the following positions:
- Academic leaders
- Campus administrators
- Faculty developers
- Educational developers
- Graduate student instructors
- Future faculty
Roben Torosyan, Ph.D., is the Director of Teaching & Learning at Bridgewater State University where he leads a team of 10 faculty.
He has expertise in student engagement topics such as critical thinking, discussion, conflict, diversity and more broadly in assessment, time management, faculty learning communities, and reciprocal reflection on teaching.
His work includes chapters on The Daily Show and Philosophy and articles in New Directions in Teaching & Learning, To Improve the Academy, and The Teaching Professor.
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