VI. Participant will demonstrate knowledge and skill in providing feedback to trainees.

2. Feedback - Rules for Delivery:

• Provide both positive and negative feedback, however use more positive statements. The person being observed needs to know what they are doing well as well as areas that need improvement. It is also important to provide more positive comments than suggestions for improvement.
  
  
• Always start with positive feedback. When giving feedback start the feedback session on a positive note by pointing out things that were done well. Try to find at least two issues that can be focused on for positive comments.
  
  
• Be specific when delivering feedback: "You did an excellent job of using parallel talk during small group." Adults report that they do not find off-hand, general comments such as "You did a great job!" to be very helpful. Deliver corrective comments in the same specific manner. Clearly identify the action/concept to be corrected and offer positive examples for the learner. If appropriate, model the action/concept or have the learner observe someone else using the action/concept.
  
  
• Don't surprise the adult learner with the observation. Adults should be fully informed as to when/where the observation will take place and what is being observed. The easiest way to do this is to go over the observation form with them beforehand.
  
  
• Give feedback as soon as possible. Never leave the adult wondering how you felt about the observation. Even in those situations where you cannot give immediate feedback, provide a simple statement or gesture that gives a general indication of their performance. This can be as simple as a nod or thumbs up gesture and a confirmation of the time/place where you will provide detailed feedback.
  
  
• Use an observation instrument or form as a base for your feedback. When you inform the person of the time and purpose of the observation, the learner will be clear on what you are observing. They can then do their best and give the trainer a clear picture of where they are in learning/applying the new information and skills. The use of an observation form also structures the observation and allows the observer to be more objective.
  
  
• End the feedback on a positive note. Some people have called this a 'sandwich' approach for providing feedback. This approach starts with a positive statement, then provides for specific recommendations for improvement, and finishes with another positive statement.