ASOT OTD Handbook: Fieldwork Educator Resources and Information​​

Giving the Gift of Feedback

One of the most important aspects of being a Fieldwork Educator is knowing when and how to provide the fieldwork student with feedback on his/her performance.  Feedback may include praise for a job well done or for big learning moments, confirmation/affirmation that the student is "on the right track," coaching on how to improve performance of essential skills of the trade, or a crucial conversation about performance related to a sensitive topic. 

 **In the end - quoting a very important leader in my past - "assume good intent." By assuming the fieldwork student has good intentions behind whatever s/he did or did not do, this assumption usually helps to diffuse a Fieldwork Educator's potential negative or defensive thoughts/feelings that may lead to giving the student emotionally fueled feedback resulting in unintended side-effects.**

Positive Feedback

For many individuals, giving praise (positive feedback) or confirmation of student progression is a natural part of communication. Productive positive feedback may include a complement about a specific task the student completed or a specific behavior the student exhibited. Positive feedback may also come in the form of nonverbal communication through attentive body language or smiles from the targeted audience.

Occasionally, individuals struggle with providing positive feedback in a way that it's perceived as such by the student. Sometimes individuals may practice the "no feedback is good feedback" method. While this approach may be received well by some students, other students may need to hear or see the positive feedback through verbal or written praise. To assist Fieldwork Educators with providing positive feedback, try using the following formula for phrasing verbal or written praise:

• You did a great job when you  ______ because _____. (Example: "You did a great job when you transferred your client because you made sure the wheelchair brakes were locked and the client was ready before moving her.") The idea is that the student will be more likely to repeat the behavior if he/she knows what was done correctly. 

Coaching

Sometimes students may need coaching on how to improve performance in a certain area. Usually coaching is a preferred strategy when the student may not be aware that performance is (or at risk of being) deficient, and the Fieldwork Educator offers advice on how to remedy the issue. Coaching is an effective strategy if the feedback is phrased in a positive and respectful way. Try using the formula below if you find coaching may be a beneficial strategy for providing feedback:

• I noticed you _____. Next time, try ____________ because __________. (Example: "I noticed you cut the picture out of the magazine for the client in the last activity. Next time, try providing her with self-opening scissors because it will allow her to engage in the activity with greater independence and sense of accomplishment.") An added statement about acknowledging the student's effort is also recommended if it's obvious to you the student was trying to do well during the task.

• As a follow up to the coaching moment, a strategy for ensuring the student understands your feedback is to simply ask. (Example: "What questions do you have about my feedback to you?") 

Crucial Conversations

The use of the phrase, "crucial conversations," is borrowed from the book, Crucial Conversations.  Having a crucial conversation in this context means providing feedback about a very difficult topic related to student performance and/or progression. While some individuals are crafty, artful wordsmiths who are able to provide verbal or written feedback that is direct, respectful, and effective, others may feel that having crucial conversations is very challenging thus making it one of their least desirable aspects of being a Fieldwork Educator.  When you find yourself needing to have a crucial conversation with a fieldwork student, the formula below may be a helpful way to phrase your feedback. (This formula is not borrowed from the book, Crucial Conversations, but it may mirror themes as described in the book.)

• State the behavior
  • I observed you_____
  • It was reported to me by ___ that you _____
  • On (date), you ________
• Inquire about his/her perspective
  • Help me understand the circumstances surrounding this event.
  • Help me understand what happened.
• Explain the effects of the student's performance/behavior
  • When you demonstrate these behaviors (cause), (then describe the effect)
  • When you perform this way (cause), (effect)
• Explain why the behavior or performance needs modifying
  • This behavior/your performance needs to be modified because ______________
• Explain potential consequences or outcomes if behavior/performance isn't modified.
  •  By not modifying your behavior/performance, the outcome may be ___________
• The student creates an action plan
  • What is your plan to address this issue?
  • How may I and/or this agency support your plan?
• Example: "Yesterday, you arrived late for the 3rd time in 2 weeks. Help me understand the circumstances surrounding this event. (student explains) When you are late, this impacts the daily schedule and inconveniences other therapists. Your tardiness needs to stop because it is against this agency's employee policy to tolerate repeated tardiness, it impacts patient care, and it impacts your overall learning. By not modifying this behavior, the outcome could be a meeting with the OT program's Fieldwork Director or even dismissal from this agency. What is your plan to address this issue? How may I support you?"

To learn more about how to have a crucial conversation, please Click this link to read a summary of the book, Crucial Conversations, and to explore ordering options for your own library.

Below is another tool to consider when giving the gift of feedback:

 Northouse, P. G. (2015). Establishing a constructive climate. Introduction to leadership, 182. Thousand Oaks, CA: Sage Publications, Inc.