values and beliefs in counselling

* Seeking feedback is important because it gives a worker some idea of how they are working - what they are doing well and what could be improved.

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

If the feedback is questionable then it becomes useless because it is not trusted. Positive and negative feedback will be more readily accepted if it is kept even, if it is more of one then it may not be received well by the learner for reasons that become obvious within the learner’s behavior or work.

Constructive feedback is a feedback that is helpful. If praising, the acceptance is usually positive and responsive. However if the feedback is not so positive people can react different way. People may be shocked or surprised; they may feel anger or annoyance, some people just ignore criticism. Others may take it well and they like the advice on how to improve their practice.

Effectively giving feedback/criticism can help to improve an individual, whether its job related, school assignments, or how to enhance a particular area in your life. For this reason, feedback can help someone to have a clearer perspective and a better understanding on what it is that needs changing. On the other hand, how to give feedback may at times be difficult because of the manner in which it might be given. Therefore, I will explain ways in which to deliver a feedback/criticism, so that it can be received effectively.

1. Ask for it. Sometimes in this type of feedback, you find people will bring a criticism that you may need to work through. I happen to love criticism; I believe it makes me a better person, if nothing else it makes me think of my process and my actions. Asking for this type of feedback takes courage, solid character, and good self-talk

This feedback helps children inform which behaviour teacher wants repeated, e.g. I noticed that you were analyzing things very critically and logically. Conveying feedback with enthusiasm: A teacher’s enthusiasm when s/he provides feedback conveys to children that teacher is paying attention to them and their behaviour matters to teacher. Being down at students’ level ,using facial expressions, tone of voice and body language all effects the spirit with which a teacher delivers feedback for example, ‘Wow, Anie! You were putting things in order without reminder’.

The two types of feedback are knowledge of results and knowledge of performance. Knowledge of results is only knowing if you succeed or failed, eg you missed that set shot. Knowledge of performance is knowing why you either succeed or failed, eg you missed that set shot because you learned back on the kick. At the beginning, knowledge of performance was crucial as I was supposed to be failing as I was in the cognitive learning stage. Knowing that I had thrown the balls forward instead of straight up or that I had thrown the balls too early was how I would learn to juggle. Knowledge of results has very little benefits when in the cognitive learning

Providing feedback about how effectively a person is performing the desired behavior is an important aspect of behavior change. People need to know what works and what does not in order to keep improving. In order to be most effective, feedback about behavior should be fairly immediate, frequent, and specific to individuals. But, due to the nature of the

Feedback is one of the best ways to keep the lines of communication moving. This can be accomplished with asking open-ended questions and avoiding defensive responses.

The first thing to do is make sure you have a regular system in place for feedback. You don’t want feedback to be a side thought or something that only happens when you happen the think about it.

Feedback from management also reiterate what is expected of me by the organisation and it gives me the opportunity to reiterate what I expect from the organisation in the form of supporting my development.

This article discusses the effect feedback has on an employee or subordinate, and evaluates the most appropriate way to deliver feedback. Negative feedback given in a positive manner can be very

Moreover, feedback acts as a basis for planning the next step of a goal and it generates new ideas. Most importantly, operational feedback—heavily discussed throughout the subsequent sections—generally encourages the improvement of personal and group performance within a firm. Thus, feedback is necessary for the development of individual and companies. Even further, people need responses within an organization because it answers many vital questions that the employees