We started out discussing what effective feedback is.
Then we explored what SBI feedback is.
Finally, we practiced and learned how to give SBI feedback.
Before we finish the session, I want you to reflect on what you are going to do with what you’ve learned today.
Direct them to the section of their workbooks titled – REFLECT – NOTE – ACT.
WORKBOOK CONTENT – REFLECT – NOTE – ACT
Give them up to 7-minutes to do the reflective activity there.
When the time is up, stop them and get everyone’s attention. Ask everyone to share one thing from their reflection. Listen to them without commenting or asking any questions. When they finish sharing, thank them for doing that and also for their engagement and participation throughout the session.
In this sixth part, the participants will do some more practice on how to give SBI feedback but this time with intention.
PRACTICE SBI FEEDBACK SOME MORE
Let them know that you will put them back into the same groups they used to practice giving SBI feedback previously. They will do the practice exactly how they did it previously but this time they will extend the feedback to include either appreciation, a call for improvement or using questions.
Direct them to the section in their workbooks titled – INSTRUCTIONS FOR THE PRACTICE SESSION 2.
WORKBOOK CONTENT – INSTRUCTIONS FOR THE PRACTICE SESSION 2
Tell them to read the information there for about 5-minutes. When they finish reading, let them know that you are going to put them back into the groups they were in previously.
During the practice sessions join each room briefly to see how they are doing and where necessary, answer any questions they have.
Once the practice session time is up (25-minutes), stop them and bring everyone back to the main room.
Then ask them some questions not aimed at anyone in particular to debrief the practice sessions.
You can ask questions like these (or you can make up your own questions):
How did the practice go?
What did you learn from doing the practice?
What lessons will you take away and apply to your own practice of giving feedback?
After that move on to review the session, get them to do some reflection, and then end the session.
In the next and final post, the training session will be reviewed and the participants will reflect on what they have learned and what they are going to do with it.
In this fifth part, the session will focus on a further aspect of giving SBI feedback which is giving SBI feedback with an intention.
SBI FEEDBACK WITH INTENT
Next, tell them that:
There is more about SBI feedback that we need to consider.
Since the goal of feedback is to support development, what happens after we’ve given feedback. Is that just it? What do you think?
Ask them for an answer to your question which they can respond to verbally or by writing n answer in the chat window.
Listen to their answers and read them in the chat window as they respond. Allow about 3-minutes for them to answer and when they have finished, thank them for their responses and display the slide titled – SBI FEEDBACK WITH INTENT.
SLIDE – SBI FEEDBACK WITH INTENT
When the slide is displayed, some information about SBI will automatically display. Tell them that:
We’ve already talked about SBI feedback but as you just said now, we cannot just stop at giving feedback.
Our feedback therefore can lead to one or a combination of three things.
Click on the slide once to display some information and say that:
If our intention is to give appreciative feedback, then we should clearly appreciate the person after giving them the feedback. Remember SBI can be used for all types of feedback whether corrective or appreciative.
Click on the slide again and tell them that:
If the feedback we are giving is corrective or constructive then we may need to clearly tell the person what needs to change, improve or be done differently.
Click on the slide for a final time and say that:
After giving the feedback we may also want to explore more with questions, and we can do this by asking (if relevant) what their intentions were by doing what they did. Or we can go down the coaching route by asking them what they can do differently to improve the situation.
Let’s see some examples.
Display the slide titled – QUESTION (EXPLORE) – AT THE TEAM MEETING.
SLIDE – QUESTION (EXPLORE) – AT THE TEAM MEETING
Let them know that it is an example of using SBI feedback to explore the intention of someone’s behaviour.
Let them read it for about 30-seconds.
Display the next slide titled – CHANGE – THE MONTHLY REPORT.
SLIDE – CHANGE – THE MONTHLY REPORT
Let them know it’s an example of using SBI feedback to tell someone where improvements or changes are needed.
Allow them to read it for about 30-seconds then display the next slide titled – APPRECIATE – GREAT SUPPORT.
SLIDE – APPRECIATE – GREAT SUPPORT
This is an example of using SBI feedback to show appreciation. Tell them that and let them read it for about 30-seconds.
Display the last example slide titled – QUESTION – THE MONTHLY REPORT
SLIDE – QUESTION – THE MONTHLY REPORT
Let them know that the slide displays an example of using SBI feedback to coach. Allow them to read it for about 30-seconds.
Next, tell them to go to the section in their workbooks titled – BACK TO ANTHONY.
WORKBOOK CONTENT – BACK TO ANTHONY
Tell them to read the information there and do the individual activity.
When they finish, they should type their answer in the chat window.
Read through their answers quietly and after about 3-minutes, tell them that:
The feedback was given for Clarissa to change her behaviour by not interrupting Anthony when he is speaking.
After that, let them know that you are going to set them up for a second practice session which is an extension of the first one they did.
In the next post, the training session will focus on another practice session to allow the participant practice giving SBI feedback with intent.
I’ve been designing a virtual training session titled – EFFECTIVE FEEDBACK THE SBI WAY. This is the fourth post about the training session.
In the first post I introduced the session through the learning objectives (read it here).
The second post was an activity titled – What is effective activity? (read it here).
The third post was about, what is SBI feedback (read it here).
In this post which is the fourth, after having learned about what SBI feedback is previously, the activity will focus on practicing how to give SBI feedback. In any skill-based course such as learning how to give feedback, practice is essential. This is the first of two practice sessions in the training course.
PRACTICE SBI FEEDBACK
Direct each person to the section of their workbooks titled SBI VS. NOT SBI.
WORKBOOK CONTENT – SBI VS. NOT SBI
Let them know that before they practice you want them to read through some two examples of SBI feedback.
Give them 3-minutes to read the information there.
After 3-minutes, stop them and ask them for any questions and/or comments. If they have any questions or comments about what they’ve just read, respond to them appropriately.
Then let them know that you are now going to set them up to practice giving each other SBI feedback. This will be their first practice session. Display the slide titled – PRACTISING IN SMALL GROUPS.
SLIDE – PRACTISING IN SMAL GROUPS
Tell them that:
You are now going to practice in groups of threes.
Each person in a small group will rotate through the roles of manager, team member, and observer.
Each person acting as a manager will have a maximum of 3-minutes to give the person acting as the team member receiving SBI feedback.
During each practice session, the person acting as the observer will take down notes which they will feedback to the manager after the practice session.
There are guidance notes and four scenarios in your workbooks that you will use to practice giving feedback.
In your groups decide on which scenario each person will use.
Altogether, you will be given 25-minutes, 4-minutes to read the scenarios and decide which scenario each person in the group will use and 7-minutes each for everyone to practice their feedback and receive feedback from the observers.
Display the next slide titled – GIVING FEEDBACK.
SLIDE – GIVING FEEDBACK
Tell them that:
Let’s remember that the purpose of feedback is to help people learn and develop.
It is not for judgement or criticism. Each observer should follow the steps outlined here to ask for and give feedback.
They should first ask the team member about how the feedback was for them.
Next, they should ask the manager to talk about their experience of giving feedback. How did it go for them?
Finally, observers should then talk about what they felt the manager did well and what they can do differently next time to make the feedback even better.
Next, direct them to the section in their workbooks titled – INSTRUCTIONS FOR THE PRACTICE SESSION.
WORKBOOK CONTENT – INSTRUCTIONS FOR THE PRACTICE SESSION
Give them 3-minutes to read the information there. After they’ve read it, check that they understand what they need to do during the practice session. If you need to clarify anything for them, do so.
Next, use the ‘breakout rooms’ feature to put them into groups of three to do the practice sessions.
During the practice sessions join each room briefly to see how they are doing and where necessary, answer any questions they have.
Once the practice session time is up (25-minutes), stop them and bring everyone back to the main room.
Then ask them some questions not aimed at anyone in particular to debrief the practice sessions.
You can ask questions like these (or you can make up your own questions):
How did the practice go?
What did you learn from doing the practice?
What lessons will you take away and apply to your own practice of giving feedback?
After debriefing the practice session, remind them that you mentioned earlier that there is one more aspect of giving SBI feedback that you want to discuss with them which you will do now.
In the next post, the training session will explore the Intent aspect of SBI feedback.
I’m in the middle of designing a session titled – EFFECTIVE FEEDBACK THE SBI WAY. Two previous posts on the session introduced it (see the post here) and defined what effective feedback is (see the post here). In this part of the session, the participants together with the facilitator will explore what SBI feedback is.
WHAT IS SBI FEEDBACK?
Tell them that:
One of the best things we can do to give effective feedback is to have a structure or framework that we follow.
It means that we can use this structure repeatedly and be sure that the feedback we are giving is effective.
There are many good frameworks for giving effective feedback and we will explore one of them during this session.
But before we discuss the framework, I want you to do an activity in the part of your workbook titled – WHICH ONE IS IT?
They will do the activity in pairs.
Use the ‘breakout rooms’ feature to put them into pairs and give them 7-minutes to do it.
After 7-minutes, stop them and bring them back to the main room.
Ask each pair to feedback on their answers.
After listening to them, thank them for their answers and let them know that the most effective feedback is Anthony’s. Acknowledge that got it right.
Some of them may have chosen Clarissa’s feedback as being more effective because it is short and straight to the point but thought it is more efficient, it isn’t more effective and next you will tell them why.
Display the slide titled – …BECAUSE IT WAS GIVEN THE SBI WAY.
When the slide displays it will have a title and three letters, “S”, “B”, “I”.
Tell them that:
Anthony’s feedback was better because it was given the SBI way.
SBI stands for “Situation”, “Behaviour” and “Impact”.
As you say that, click on the slide three times to display “Situation”, “Behaviour” and “Impact”.
Tell them that:
The SBI or Situation-Behaviour-Impact model is a straightforward framework for giving feedback from the Centre for Creative Leadership.
Let’s see what each of those words in the model mean and how they help to make feedback effective.
Click on the slide once to display some information and say that:
When you are giving feedback, first tell the person the specific situation that you are giving them feedback about. When did it happen and where?
You can see from our earlier example that Anthony told Brenda about the exact situation he’s giving her feedback about.
Click on the slide again to display more information and say that:
After telling them about the specific situation, tell them about the behaviour. That is the behaviour which is the reason for the feedback.
When you tell them about the behaviour be factual. Talk about what you observed and not what you feel or thing and not your opinions.
Stick to what you observed and what you heard.
Going back to our example again, Anthony told Brenda the behaviour he observed from her.
Click on the slide for a final time and tell them that:
Also, tell them about the impact of their behaviour on you.
As we can see Anthony was clear about how Brenda’s behaviour affected him.
Because you’re describing exactly what happened and explaining your true feelings — not passing judgment — the listener is more likely to absorb what you’re saying.
If the effect was positive, words like “happy” or “proud” help underscore the success of the behaviour. If the effect of the behaviour was negative and needs to stop, you can use words such as “troubled” or “worried.”
Also, tell them that:
If you noticed there is an aspect of Anthony’s feedback that I have not covered yet.
That’s another aspect of SBI that we will discuss later. But now I want you to practice giving each other SBI feedback.
Next, you will set them up in pairs to practice giving each other SBI feedback.
In the next post, the participants will practice giving each other SBI feedback.
Display the slide titled – WHAT REALLY IS EFFECTIVE FEEDBACK?
Allow them to read the information on the slide and then give them 3-minutes to write their answers to the question in the chat box.
When they are writing their answers read through them quietly, so you don’t distract the participants.
After 3-minutes, stop them and read out their answers so everyone can hear. Make sure you acknowledge each person by name who contributed an answer.
When you finish going through their answers, thank them for answering the question and let them know you also have an answer to contribute.
Display the slide titled – EFFECTIVE FEEDBACK.
After displaying the slide, let them read it for 30-seconds and then tell them that:
Effective feedback goes beyond providing someone information about their behaviour or performance.
It involves presenting the information in a clear way so that they understand it.
Also, if any response or action is required from the recipient, they know exactly what the response or action required is.
If the recipient can repeat back the feedback given to them by accurately describing the behaviour you observed and what is required of them, then it is effective.
After telling them that, ask them for any comments and/or questions.
Listen to any they have and respond appropriately.
Next, move on to explore the SBI feedback framework.
In the next post, the participants will explore the SBI framework for giving effective feedback.
In his book, The Secrets of Facilitation, Michael Wilkinson described the Type A and Type B questions, both of which we can find ourselves using as we facilitate sessions. But is one type preferable? To answer that question, let’s first explore what both types of questions are. Some examples will help.
Imagine this scenario. You are training a group of participants on active listening and you want to start by checking their understanding of active listening. If you asked Type A and Type B questions, they may look like the following:
Type A: What does active listening look like?
Type B: Imagine you’ve just finished observing a conversation between two people and one of them demonstrated exceptional active listening. What did you observe the person doing that made you classify it as exceptional active listening?
What’s the difference between these two questions?
The Type A question is direct and just asks a question.
The Type B question puts an image in people’s minds. It causes people to see a picture of the answer in their minds.
To make people think and use their imagination, the Type B question is preferred. That is the strength of the Type B question over the Type A question.
How do you write a Type B question?
Here are some tips for writing Type B questions:
First, start with an image-building phrase – Imagine you’ve just finished observing a conversation between two people…
Next, extend the image with additional statements – ...and one of them demonstrated exceptional active listening.
Finally, add a Type A question – What did you observe the person doing that made you classify it as exceptional active listening?
Next time you want to ask your participants a question in one of your sessions, why don’t you make it a Type B question. Type A questions are easy and straightforward to ask (there are times you need to ask Type A questions) but asking Type B questions requires us to do a bit of preparation and be more thoughtful and it challenges people to be thoughtful too.
Here are some more examples:
Example 1
Type A: What are the communication challenges in your team?
Type B: Think about some of the times that poor communication has caused problems in your team. What were the communication issues that caused the problems?
Example 2
Type A: What are the qualities of good induction for new staff?
Type B: Imagine that you are a new team member in your organisation and you’ve just finished your six months probation review. The HR team has asked you for some feedback about your induction and you had a really good experience. What are the things you experienced during your induction period that made it a good induction for you?
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