Instructors Guide to Responding Positively to Negative Evaluations

From Ledet Training Wiki

(Difference between revisions)
Jump to: navigation, search
Line 1: Line 1:
==Criticism is valuable==
==Criticism is valuable==
-
Treating negative feedback as a valuable, rare commodity is a learned skill. No one likes having their hard work and effort criticized. Criticism is like pain. It hurts. But like pain, it can be very valuable. It can motivate you to change.
+
Treating negative feedback as a valuable, rare commodity is a learned skill. No one likes having their hard work and effort criticized. Criticism is like pain. It hurts. But like pain, it can be very valuable. It can motivate you to change. Most importantly, feedback is vital to helping you get better as an instructor and part of being a great instructor is recognizing and operating from this fact.  
One thing that may be helpful to keep in mind is that most people who are unsatisfied with a service don't tell the service provider. Instead they tell others. The opportunity to hear criticism of your work yourself directly from the source is something you don't always get.
One thing that may be helpful to keep in mind is that most people who are unsatisfied with a service don't tell the service provider. Instead they tell others. The opportunity to hear criticism of your work yourself directly from the source is something you don't always get.
Line 10: Line 10:
Sterling Ledet says "When an instructor takes ownership of student issues, even if it's not exactly clear that the student's issue or expectation is reasonable, the result is almost always an increase in my respect for that instructor. It's a real pleasure to work with professionals who treat negative evaluations effectively."
Sterling Ledet says "When an instructor takes ownership of student issues, even if it's not exactly clear that the student's issue or expectation is reasonable, the result is almost always an increase in my respect for that instructor. It's a real pleasure to work with professionals who treat negative evaluations effectively."
 +
 +
Even if a negative evaluation is totally off-base and has no connection with reality whatsoever, it still presents an opportunity for you to improve your communication skills.
==Blind spots==
==Blind spots==
Line 15: Line 17:
By definition, you can't see your own blind spots. Those who have the courage to point them out are actually doing you a big favor. Perhaps a technique you've used before has only been tolerated, perhaps your bubbly personality causes people to be too gentle on the evals, or perhaps what you think of as something that is not much of a big deal is really something that is a snake in the grass waiting to bite in the right circumstances. Whatever the situation, be on the lookout for blind spots and question your assumptions, particularly when it comes to yourself. Humility, in general, is really good in that it keeps you from becoming to arrogant, makes you easier to work with, and makes you more open to learning from others.
By definition, you can't see your own blind spots. Those who have the courage to point them out are actually doing you a big favor. Perhaps a technique you've used before has only been tolerated, perhaps your bubbly personality causes people to be too gentle on the evals, or perhaps what you think of as something that is not much of a big deal is really something that is a snake in the grass waiting to bite in the right circumstances. Whatever the situation, be on the lookout for blind spots and question your assumptions, particularly when it comes to yourself. Humility, in general, is really good in that it keeps you from becoming to arrogant, makes you easier to work with, and makes you more open to learning from others.
-
 
-
==Develop better communication skills==
 
-
Even if a negative evaluation is totally off-base and has no connection with reality whatsoever, it still presents an opportunity for you to improve your communication skills.
 
==Summary of Steps To Creating a Response==
==Summary of Steps To Creating a Response==
-
# Check your Attitude
+
# Check your attitude
# Look for specifics
# Look for specifics
# Dig deeper if needed
# Dig deeper if needed
Line 28: Line 27:
# Take responsibility and accountability if appropriate
# Take responsibility and accountability if appropriate
# Thank the people involved
# Thank the people involved
 +
 +
===Check your attitude===
 +
Never respond to criticism when you are feeling defensive. You can usually sleep on it, but even if it is something that requires a fairly urgent response, you have time to count to 10 and think before you begin your response. The last thing you want to do is give a response you will later regret. "Defensive, "touchy" and "sensitive" are not characteristics that any instructor wants to have as part of their reputation.
 +
 +
There is not a ''right way'' and a ''wrong way'' to conduct a training session. Every individual is unique and the same class often has some people who are satisfied and some who aren't. That doesn't make some students right and some students wrong. Much of the training process (but certainly not all) is very subjective when it comes to quality of service.
 +
 +
Don't expect to always receive positive feedback. Try your best to be open to the positive aspects of negative feedback mentioned above. Try to be as dispassionate as possible.
 +
 +
Sometimes it may be helpful to try and view the evaluation as if it were about another instructor. What could you learn about that instructor from this eval?
 +
 +
If you can have the right attitude, rise above the initial defensiveness that tends to arise in these situations, and respond calmly, effectively and with professionalism you will often earn greater respect from all involved, including the student who initially provided negative feedback.
 +
 +
===Look for specifics===
 +
The best feedback contains specific, actionable and unbiased. If your negative eval is clear, logical and precise, however, your student is probably another trainer who has a lot of experience giving useful feedback. Most people, however, usually have a mixture of opinion and facts intermixed in their eval.
 +
 +
Occasionally students are just bitter, negative, or overly critical. They may have unreasonable expectations or they may be disappointed with someone else in the organization and they are just taking it out on you. That doesn't mean their opinion can be ignored. It just needs to be interpreted. You still might find something useful in the eval.
 +
 +
What you are trying to do is create a list of what is useful. Categorize items and issues as objective claims of truth (i.e. the instructor arrived late for class), biased cheap shots (the instructor was the worst I've ever had in my life), or a mixture of the two (the instructor was not sufficiently prepared for class).
 +
 +
 +
===Dig deeper if needed===
 +
===Look for new ideas===
 +
===Summarize what you've learned===
 +
===Take responsibility and accountability if appropriate===
 +
===Thank the people involved===

Revision as of 21:25, 5 February 2011

Contents

Criticism is valuable

Treating negative feedback as a valuable, rare commodity is a learned skill. No one likes having their hard work and effort criticized. Criticism is like pain. It hurts. But like pain, it can be very valuable. It can motivate you to change. Most importantly, feedback is vital to helping you get better as an instructor and part of being a great instructor is recognizing and operating from this fact.

One thing that may be helpful to keep in mind is that most people who are unsatisfied with a service don't tell the service provider. Instead they tell others. The opportunity to hear criticism of your work yourself directly from the source is something you don't always get.

At it's heart, criticism is the most effective feedback mechanism an instructor has for improving their craft. While it's a big stroke to get all 10's on an evaluation, what do you really learn from your positive evals?

Also, realize that it is trivially easy to deal with someone who responds well to positive feedback. Everyone responds well to positive feedback! It's how you respond to negative feedback that gives you a chance to separate yourself from those who are less secure or professional. When you respond to negative feedback, you are broadcasting to those who are involved how they should handle providing feedback to you in the future. Do you want the people who work with you to treat you with kid gloves?

Sterling Ledet says "When an instructor takes ownership of student issues, even if it's not exactly clear that the student's issue or expectation is reasonable, the result is almost always an increase in my respect for that instructor. It's a real pleasure to work with professionals who treat negative evaluations effectively."

Even if a negative evaluation is totally off-base and has no connection with reality whatsoever, it still presents an opportunity for you to improve your communication skills.

Blind spots

Have you ever been pulling over on the highway when someone honked their horn because they were in your blind spot? How did you feel? Perhaps you were startled, perhaps a little resentful, but after a second you realize you would much rather the notice than an accident.

By definition, you can't see your own blind spots. Those who have the courage to point them out are actually doing you a big favor. Perhaps a technique you've used before has only been tolerated, perhaps your bubbly personality causes people to be too gentle on the evals, or perhaps what you think of as something that is not much of a big deal is really something that is a snake in the grass waiting to bite in the right circumstances. Whatever the situation, be on the lookout for blind spots and question your assumptions, particularly when it comes to yourself. Humility, in general, is really good in that it keeps you from becoming to arrogant, makes you easier to work with, and makes you more open to learning from others.

Summary of Steps To Creating a Response

  1. Check your attitude
  2. Look for specifics
  3. Dig deeper if needed
  4. Look for new ideas
  5. Summarize what you've learned
  6. Take responsibility and accountability if appropriate
  7. Thank the people involved

Check your attitude

Never respond to criticism when you are feeling defensive. You can usually sleep on it, but even if it is something that requires a fairly urgent response, you have time to count to 10 and think before you begin your response. The last thing you want to do is give a response you will later regret. "Defensive, "touchy" and "sensitive" are not characteristics that any instructor wants to have as part of their reputation.

There is not a right way and a wrong way to conduct a training session. Every individual is unique and the same class often has some people who are satisfied and some who aren't. That doesn't make some students right and some students wrong. Much of the training process (but certainly not all) is very subjective when it comes to quality of service.

Don't expect to always receive positive feedback. Try your best to be open to the positive aspects of negative feedback mentioned above. Try to be as dispassionate as possible.

Sometimes it may be helpful to try and view the evaluation as if it were about another instructor. What could you learn about that instructor from this eval?

If you can have the right attitude, rise above the initial defensiveness that tends to arise in these situations, and respond calmly, effectively and with professionalism you will often earn greater respect from all involved, including the student who initially provided negative feedback.

Look for specifics

The best feedback contains specific, actionable and unbiased. If your negative eval is clear, logical and precise, however, your student is probably another trainer who has a lot of experience giving useful feedback. Most people, however, usually have a mixture of opinion and facts intermixed in their eval.

Occasionally students are just bitter, negative, or overly critical. They may have unreasonable expectations or they may be disappointed with someone else in the organization and they are just taking it out on you. That doesn't mean their opinion can be ignored. It just needs to be interpreted. You still might find something useful in the eval.

What you are trying to do is create a list of what is useful. Categorize items and issues as objective claims of truth (i.e. the instructor arrived late for class), biased cheap shots (the instructor was the worst I've ever had in my life), or a mixture of the two (the instructor was not sufficiently prepared for class).


Dig deeper if needed

Look for new ideas

Summarize what you've learned

Take responsibility and accountability if appropriate

Thank the people involved

Personal tools
Namespaces
Variants
Actions
Toolbox
Navigation
Print/export