Feedback: examining a key aspect of daily ministry
By Rhona Knight (Ry 2014-16)
We are often asked for feedback – whether about the quality of our latest home shopping delivery, the helpfulness of the online customer service assistant or the accessibility of local GP or hospital services. Feedback is said to be the lifeblood of learning. It is a key part of our ministry in the Church as we seek to grow and enable ourselves and others to be equipped and grow in our calling. We give feedback and we seek and receive feedback.
In one day, a minister may need to give face-to-face and written feedback to a youth worker on placement. They may ask parishioners to give feedback for a 360 review for their own ministerial development. Later they may receive an email asking for feedback on the recent diocesan safeguarding course. In the home, they may need to give less formal feedback on a child’s homework and ask for feedback on a new cake recipe.
"Being aware of the level of challenge and of support in any given feedback can ensure that this is tailored to person and context."
Timely, evidence-based, appropriate and manageable feedback is most likely to enable and promote growth. Being aware of the level of challenge and of support in any given feedback can ensure that this is tailored to person and context. Unless there is evidence of behaviour and practice that causes concern, the first months in curacy, where the supportive relationship with a training incumbent is in its early stages, often tends to benefit from lower or mid-level challenge feedback. Later on, more challenging feedback within the context of a longer-term, highly supportive relationship can be more easily received.
In a 1:1 learning context, where feedback is being given face-to-face, it is often helpful first to enable the person asking for feedback to consider for themselves what went well and what they might do differently next time. This develops reflective and analytic skills and values the insights and expertise of the learner. Providing specific examples enables feedback to stay rooted. The acronym PEE can help: Point, Explanation, Example. A Point is made with an Explanation as to why it is seen to be important, and an Example to illustrate that point. The person giving feedback can then agree, share different perspectives or identify other possible areas for exploration.
Manageable feedback results in growth rather than paralysing learning. As we sadly have a happy knack of remembering the developmental areas identified rather than the things done well, it is important to ensure balance, and to clarify what key learning and action points are being taken away. This can be enabled through those giving feedback themselves seeking feedback.
Feedback is one area covered in the new book, Liberating Christian Learning: a handbook for facilitators and learners by Rhona Knight, Sally Myers and Sally Nash.
