For Preceptors
>Desirable Preceptor Traits
>Strategies for Giving Effective Feedback
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- Approachable.
- Interested in the student's academic career goals.
- Gives assignments that balance grunt work with more substantive tasks.
- Monitors the student's activities through regular meetings.
- Provides feedback.
- Helps the student meet student's goals and objectives for the field experience.
- Provides adequate resources, materials to allow the student to complete assigned tasks.
- Shows appreciation for student's efforts.
- Give professional career path advice.
- Tries to integrate student with regular staff.
- Views mistakes as learning opportunities.
- Introduces student to others who can assist with career opportunities.
- Gives student a chance to learn new skills.
- Allows the student to take part in projects from beginning to end.
Strategies for Giving Effective Feedback
Overview
The following contains strategies for giving students feedback on their performance.
Expectations
It is expected that the site preceptor should "touch base" with the student on a regular basis during the field experience. It is during these encounters when the preceptor can:
- Check how the activities are progressing.
- Determine if the student has any comments or questions.
- Provide the student with feedback on:
- Performance of any specific activities
- Overall performance regarding all daily activities, and
- Any issues relating to attitude, knowledge, or skills
A. Manage Your Attitude
Stay calm: Unless a delay will result in disaster, never give anyone feedback when you¿re angry or upset.
Be clear about your goals: Know what you want to accomplish by having this discussion. Sacrifice smaller points in the interest of larger objectives.
Express appreciation: Sincerely telling someone what you appreciate can make constructive feedback easier to accept.
Don't criticize or argue: You want problem-solving, not conflict. If you start to criticize or argue, STOP!
B. Empathize
Imagine their point of view: Try to put yourself in the other person¿s shoes. Anticipate their reaction to your comments.
Ask questions to understand their situation: If you aren't sure of their point of view, then ask questions and listen. When someone gives you feedback, be sure that you understand their viewpoint before you automatically launch into your counter-arguments.
C. Neutralize
Talk about facts and observations, not assumptions: To reduce defensiveness, use neutral language. Focus on facts and observations. Avoid accusations and blaming.
Talk about the problem, not the person: If you are upset with someone, don't talk about their negative personality traits. Focus on the issue.
Share observations with "I-statements". Minimize the word "you": An "I-statement" expresses what you have observed or felt, NOT what the other person is doing wrong. "You" sounds accusatory, not neutral. Try saying ¿I have observed . .¿ or ¿I have noticed . .¿ or ¿I have felt . .¿.
D. Educate
Discuss the effects of the problem:Explain why you are concerned about the situation ¿ that is, the effect on you, your co-workers, your work, the company, etc. People often do not realize the impact of their behavior on others, even when it seems obvious.
Use reversals or analogies to shift their point of view: Encourage the other person to see things differently by reversing the situation ¿ that is, putting them in your shoes ¿ or using an analogy to give them a different frame of reference.
Describe your feelings with "I-statements": To communicate their effect on you, try saying ¿I feel¿ or ¿My problem is¿, NOT ¿You always¿ or ¿You should¿.
E. Cooperate
Look for common goals:Identify shared interests, needs, or concerns as you try to solve the problem.
Engage in give and take. Expand the options: Be willing to make concessions and compromises. You may also be part of the problem! Propose strategies and solutions that neither party may have previously considered.
End with action steps: Agree on what will be different in the future ¿ both what they will do and what you will do. Unless you end with action steps, nothing is likely to change.
(All material on yourofficecoach.com is copyrighted to Marie G. McIntyre. All rights reserved.)
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