TIME TO THROW AWAY THE FEEDBACK SANDWICH!

INTRODUCTION

The feedback sandwich has been actively promoted as an effective means to debrief learners on their actions for decades.  Within the military environment it is considered the most effective model to deliver feedback, so much so staff almost always instinctively deliver feedback in this way and students almost certainly expect to receive feedback in this way.  Now this is where I believe the model is flawed.

INEFFECTIVE FEEDBACK

Often, the starting point for any feedback begins with the statutory, “so tell me how do you think it went? I balk when I am observing directing staff (DS) open their feedback sessions with this line.  It instantly turns the learner into a contestant in ‘Who wants to be a millionaire’ who is now attempting to quickly scan their mind for a lifeline. Do they opt for the Fifty-Fifty option, Phone a Friend or Ask the Audience?  Whilst this sequence is being played through the mind of our contestant, Chris Tarrant (our DS) growing impatient with his/her contestant chooses to offer his/her own guidance. Typically what follows next is the praise, the hearty wholemeal slice of bread.  The learner knows this has been made with sawdust and not stone ground wholemeal flour and introspectively anticipates the sandwich filling, 2000 calories of eye watering bad news after which comes the next slice of sawdust bread; “well you have certainly been attentive during your feedback, well done.” At this stage, if indeed there were any positive comments, the learner has switched off, focusing either solely on their corrective actions or their pitiful existence.

PROMOTING STUDENT CENTRED LEARNING

The first step in promoting student centered learning is to throw away the feedback sandwich.  Feedback should be on observed behaviour, not personal judgments on whether the performance or outcome was good or bad.  Learners learn best and are motivated by authentic, approachable and non-judgmental DS.  Therefore an essential component in the delivery of feedback is the establishment of rapport. Through establishing rapport and by using effective interpersonal communication skills the person giving feedback can quickly build trust with their learner enabling them to give constructive feedback and direction to their learner, which is both respected and understood.

WHAT NEXT?

With the sandwich now consigned to the bin our DS is left with no common or familiar framework to deliver their feedback from.  Kolb[1] (1984) offers a useful alternative, the Kolb Learning Cycle. The cycle comprises four different stages of learning from experience.

Kolb suggests it is not sufficient to have an experience in order to learn. It is however necessary to reflect on the experience, formulate concepts, which can then be applied and tested out in new situations.  

The learning Cycle is a great framework from which a person giving feedback can hang his/her questions.  Unlike the feedback sandwich, which conditions the learner to expect the order in which feedback is given, this is an interactive approach, which generates dialogue between the learner and the person giving feedback. This method further encourages self-assessment enabling the learner to take ownership and responsibility for their improvement and learning.  And this is where we want our learners to be at, isn’t it?

USING THE LEARNING CYCLE

Arguably this is another structured approach similar to the feedback sandwich, where our learners can again anticipate each stage of the process.  Here though the philosophy is based on ask not tell (although it is still ok to tell – when deemed appropriate).  Through effective questioning and  reflection, problem solving is encouraged throughout the cycle, this method is less rigid allowing the learner to replay the event in their own words. 

Concrete Experience (Do it)

·      Establish what was the learner’s outcome/goal.

Reflective Observation (Do What?)

·      Encourage the learner to self-asses their outcome/goal.

Abstract Conceptualisation (So What?)

·      Encourage the learner to explore the learning from the experience.

Active Experimentation (Now What?)

·      Summarise the learning and establish an action plan for the learner’s future development.

SUMMARY

Feedback requires skilful delivery to be most effective. To learn is in our nature provide a positive environment and a learner will flourish. Sandwiching negative observations with positive comments destroys the power of the positives inhibiting student centered learning, and future motivation. If you have any negative feedback just give it, the chances are though they will have already identified any themselves!

[1] Kolb D.A. (1984) 'Experiential Learning experience as a source of learning and development', New Jersey: Prentice Hall