Having 6 programs with full time and adjunct instructors makes it dificult to collectively have a meeting whereby all can attend. My routine is usually first thing in the morning after classes have started, I check on all of the insturctors to see if there is anything they need for the day, week or modulal. They know by now that this is an opportunity for any last minute needs that can be taken care of from paper to student to personal issues where I can assist. They also know that I truely have an open door policy whereby they can approach me with whatever. This trust and respect is something that I have worked on over my tenure here as a director and has benefitted all concerned. I make myself visable and approachable at all times, even by phone or text.
Hi Sheri, thanks for your specific comments! I think this would also create an overall lessons -learned type of environment that continuously encourages and supports buy-in from co-workers.
Jay Hollowell
I always ask my co-workers what they liked/disliked about the meeting and what they would change. This helps me to gather feedback in a productive way and make the necessary changes for the next meeting!
I continually ask for feedback from my peers and supervisors and reinforce the notion that no matter what they say it will be im my best interest to hear it so I can better my skill set(s) in any particular area.
I feel that if your team has the opportunity to explore the reasons why a new policy or procedure must be utilized, you will have more buy-in and therefore more compliance.
I think two important aspects of receiving feedback is getting accurate information, and active listening. I also make sure that I ask clarifying questions when necessary.
These help to make sure that the feedback I get allows me to improve my own communication skills and performance.
Hi Marvin, thanks for these suggestions. This actually creates a best practices approach, as a resource, which can be very helpful, particularly, to new instructors.
Jay Hollowell
ML120
We (instructors in my course)have weekly meetings and we discuss what is working and what is causing problems in our classes. Many times we go as far as using another instructors class plan to see if it works well for us. Then we can critique what we like about the positive as well as make suggestions to each other to make the class better.
Thanks for your comments Pamela! You have actually highlighted a process - and, of course, giving and receiving feedback is just that - a process. Paraphrasing helps to ensure that there is no misinterpretation between sender and receiver.
Jay Hollowell
ML120 Facilitator
Listening to what the feedback is stating. If corrective; staying calm and realize that the feedback is not a personal but given so the overall productivity of the department will be improved. Make sure we are both on the same page so I am not misinterpreting the feedback. Willing to make the necessary changes then thank the person for the feedback. When feedback is positive; listen to what the feedback is stating and thank the person for the feedback.
Hi Rich! It sounds as if you actually have set the stage for effective feedback rather than it just occurring by situation. This is quite proactive. Thanks for your comments,
Jay Hollowell
ML120 Facilitator
My daily routine takes me to several departments. I am always asking "what can I do to help" and will follow up with "what can we do better". These simple questions open the door to feedback both for my own benefit and for my departments.
Hi Randy,
Thanks so much for your example. Kudos to your supervisor for taking the time to provide informal feedback along the way - so many supervisors wait for feedback to build and then handle it all at once on the performance appraisal. In that sense when there are issues, the performance appraisal can be viewed more as a weapon than a learning tool.
Jay Hollowell
ML120
Aside from the normal mid-year and end-of-year reviews with my supervisor, I have a very friendly relationship with him. We talk on a daily basis so I am constantly receiving small chunks of feedback on a very regular basis. This is nice because nothing ever really comes as a surprise when it comes time for an official review; it is more like a summary of the everyday feedback I receive.
I will repeat my lechture or recap the lessonffrom the day proir and then orally quiz the students to assess thier understanding or retention of the material
I am very easy to approach, sometimes too willing to help or fix something. I can see how knowing the different types of recievers is important. It is also good to have the informational tables about bringing communication to the table, and seeing how effective the feedback was. I enjoyed this module, and I believe it will help me a great deal in my work.
First we employ our listening skills, decode message, then respond in a positive or negative manner
As an instructor for my classes, I don't wait to the end of a session or semester to receive evaluations. I am constantly asking for feedback to my students about the my teaching approach, what I am communicating and not communicating within the curriculum and whether the students are grasping the material. This helps me understand from the very beginning of a course how much information is being received.
A specific example from the classroom are note cards, which student can write anonymous feedback.
I meet with my Program Manager weekly to discuss student needs and classroom activities in order to better assess areas where I can improve.
Strategies that are currently used to solicit feedback would be more along the line of formal feedback correlated to annual reviews. However my priority customers are the students. I receive HONEST feedback at the end of each course, to which I apply to future courses. I do acknowledge that I first must separate opinion from feedback. Unfortunately, students may take out their inabilities or laziness on the feedback forms which will not give the instructor clear feedback. This it is why it is imperative to separate opinion from genuine constructive criticism.
Thank you,
Michalina Hendon
