There is a school of thought that feedback must always be positive even when it is negative. The Prison Service trains all its management the process of what we call the S**T Sandwich. This is when you want to give a negative feedback you sandwich it within two pieces of good feedback. The problem is that some individuals are so poor at giving this that as soon as the praise part comes you think 'what have I done wrong now'! This then has the reverse effect of what it sets out to attain.

These are the primary principles about feedback:

  1. Feedback Is Not About Forms - If you use forms as the basis for discussions about performance, you change only one thing - what might have been a natural, helpful conversation into an awkward, anxious inspection.
  2. Feedback Delayed Is Feedback Denied - The once- or twice-a-year evaluation is a creature of the past. Today's learners are expected to be project-driven, results-oriented. That doesn't fit with the old model of reviewing performance every 6 or 12 months
  3. Feedback Is Where You Find It - Feedback does not need to be presented in a formal setting. Put the student at ease and speak to them where they feel more comfortable.
  4. Giving people a Reward isn't the Same as Giving them Feedback - Feedback is an adult thing, not a pat on the head and a sweetie. Feedback is not to be confused with appraisal, otherwise the learner will always be looking for a reward when told they have done something good. Good feedback should be reward enough and the recipient should go away contented that they 'did good'.
  5. Always Get Feedback on Your Feedback - Trainers' impressions of the feedback they give and their students' impressions of the feedback they get can be a little delusional . Most trainers need a reality check and can do so by following these steps of self feedback:
  • What prompted me to give feedback on that matter at that time?
  • Did I check my facts first?
  • What was the substance of the feedback?
  • Was there any concrete action as a result?

It is evident from the entries about feedback on the forum that it is seen as a motivational tool necessary to ensure a good bond between student and tutor. The fear is that the wrong sort of feedback can have a detrimental effect instead of its desired purpose. We touched on the need for the student to be a reflective learner to benefit best from feedback. (Maybe feedback can be added to a students reflective journal). We also looked at when is it best to give feedback, should it be after or during the learning process. Also should this feedback be praise and accolade in front of the group or more personal to ensure they don't feel uncomfortable. What we do all agree though is that any feedback should comply with the principles of clarity, specificity, support, timebound and overall developmental.