Editor's note:  Our sincere apologies that in previous correspondence we inadvertently published the incorrect author of the following article.  Corrections are below.

The Three Faces of Feedback - A Focus on Reflective Feedback
by Marcia Vogelsang

You’ve just come out of your supervisor’s office after discussing his/her concerns and you continue to contemplate the discussion. You have renewed energy to take a different direction. You have new ideas to discuss with your staff and colleagues. And you are certain that your supervisor will be there to support you in implementing the changes.  Why is this not what you expected before the conference? Chances are, you have experienced “reflective” feedback.

In the February newsletter, the Three Faces of Feedback were discussed. 

1. Negative Feedback- telling people they did wrong, often resulting in alienation and defensiveness. 
2. Conciliatory Feedback-providing positive, yet vague information with little means for affecting growth.
3. Reflective Feedback - provides a meaningful exchange of information without driving people apart.

Though these first two kinds are appropriate in some situations, the most effective kind by far is Reflective Feedback.
 
When skillfully presented, the following three types of reflective questions and statements can be used to guide reflective feedback conversations:

• Feedback to CLARIFY- to bring about understanding of an issue and to be sure the parties are talking about the same thing
• Feedback to identify VALUE- to express the positive features or potential benefit of the idea or behavior so that these features can be preserved and built upon
•  REFLECTIVE QUESTIONS FOR POSSIBILITIES- questions or inquiries to mediate the thinking of the other person and spark new ideas, allowing each person to discover a different point of view, and generate possibilities for improvement

To clarify, Reflective Feedback includes statements or questions that require the person to reflect on their behavior(s), ideas or assertions. Ownership of the issues or concerns is encouraged and this can be a springboard for two-way dialogue that can lead to change. The message is delivered while building the relationship and enhancing communication.

The value of Reflective Feedback is that both (or all) parties are involved in observing, thinking, reporting and responding. It is supportive and confidential. The language presumes positive intent and outcome. Identifying value in what people think and feel affirms their worth. This is the core of building relationships and collaboration.

Reflective questions mediate thinking and generate possibilities.  For example, the following questions maintain the relationship, encourage reflection, and move the person toward actions to improve results.

• What would have happened if…?
• What resources are the most helpful to you in planning…?
• What are your next steps in your development as a…?
• How are you thinking you can best support the progress of…?
• As you consider “best practice,” what strategies will you model to…?

Note that the language is descriptive and not judgmental; specific and not general. The conversation focuses on what, not why; and is directed toward behaviors and not inferences. The dialogue includes the needs of the person giving the feedback and the needs of the receiver. It is a sharing of information and not advice, including only the information needed to address the issue/concern. It is timely.  It enhances the development of supportive, confidential and collaborative relationships; based on honesty and genuine concern.

What feedback skills are you practicing in your school or organization now?  What kind of feedback do you want to promote? How can your leadership team, teachers and students learn the qualities of and practice reflective feedback skills? What questions can you ask that will strengthen and open a person’s thinking?

Professional coaching helps school leaders refine their own feedback skills and develop those of others so that conversations are affirming and focus on what is essential to student success.   

Marcia Vogelsang resides in Rosenberg, Texas and has over 38 years of experience working with public school educators. She is committed to helping school leaders develop caring and collaborative organizations that result in teacher growth and student achievement. To read more about Marcia and the other CSR coaches, go to www.coachingforresultsglobal.com and click on “coaches.”

*Leaders can learn more about the coaching process and extend skills to implement coaching by attending one of our upcoming seminars. See details below.

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