Feedback and Support

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CMC 4100: Coaching and Mentoring in the Clinical Setting Module 5: Feedback and Support in Coaching and Mentoring Module 5: Feedback and Support in Coaching and Mentoring An important aspect of coaching and mentoring is the ability to offer effective feedback and support. Again, these are transferrable skills which can be developed to help you facilitate a range of situations. It is also important that you personally receive effective feedback to assist you in your ongoing professional development. Learning objectives On completion of this module, students should be able to:     Describe the components of effective feedback; Initiate strategies to obtain feedback on their own performance in the clinical setting; Use effective…show more content…
Specific and data-based rather than general: vague/generalised comments such as “you don‟t communicate well” or “you are doing a very good job” are less helpful than feedback which focuses on specific behaviours and informs the learner of where improvements need to be made and why you are being critical/complimentary. 2. Descriptive rather than evaluative: keep feedback impersonal and non-judgemental, particularly when it is negative. The feedback should be about the behaviour not the 1 Dembkowski, S., Eldridge, F. & Hunter, I. (2006). The Seven Steps of Effective Executive Coaching. London: Thorogood. 2 CMC 4100: Coaching and Mentoring in the Clinical Setting Module 5: Feedback and Support in Coaching and Mentoring person. 3. Similarly, feedback should be directed at controllable/performance related behaviours as opposed to aspects of an individual‟s personality. Well-timed: as a general rule, feedback should be given close to the event rather than delayed: feedback will be more meaningful if it occurs reasonably close to when the behaviour occurred. An exception is when there has been an adverse incident and further information is required to complete the picture. In instances like this, feedback should be withheld within reason, until all necessary information is known. 4. Goal-orientated: this keeps the focus on the learner and their professional development. Feedback should not be used as a means of letting someone know what you think of
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