Feedback for the win
I spent the majority of my career as a college faculty member. For a few of those years, part of my role was to support faculty as they endeavored to improve their pedagogy. One method offered to them was a one-on-one consultation where we discussed specific concerns. Together, we would create questions for their students, and I would take a few moments of class time – with the instructor not present – to pose the questions to the students. Honestly, it was kind of fun.
The students were suspect at first, as most (if not all) of them had never had this type of encounter. I loved being able to say, “At the end of the course, you will fill out an evaluation. Although your evaluation helps your instructor for future classes, it does not provide him/her with the opportunity to make changes now. So here I am…asking for feedback, so that you and your instructor can benefit.”
At this point, the metaphorical “light bulb” lit up.
I have a method for collecting their feedback in a group setting. Every comment was recorded, and where possible, we grouped the comments into themes. After the brainstorming was complete, for each of the themes, the students voted on whether they agreed the issue was legitimate. We had to have over 50% of the class agree, and themes not reaching that threshold were erased.
Afterward, I shared the final themes with the faculty member. The student comments were kept confidential, and erased themes were not discussed. We simply focused on the themes agreed on by the class.
During this discussion, the instructor typically responded to each theme in one of three ways:
I had no idea that was a concern. I’m so glad to know this, and I can’t wait to make improvements.
I thought I was doing that already - or some variation of “that’s already in the syllabus” or “we talked about that already” or “why haven’t they said anything?”
I understand that concern, but I really don’t know if there is a good solution.
The first option was a win-win, and honestly, that was the most frequent outcome. Whether we are students or employees or simply in a relationship with another human, we appreciate our concerns being heard and addressed. In addition, whether we are a teacher, a manager, or simply in a relationship with another human, we enjoy making people’s lives and experiences better.
The third option could be frustrating, but it was rare. One example was when a class really didn’t like the time of the class (you know college students and 8:00 am classes). The problem was that there was limited space in a very complicated schedule (both in terms of faculty time and classroom availability). Something had to be offered at 8:00, and there was not a good reason as to why this class should not be at that time, other than simply student preference. Changing it meant another class had to take this spot.
The second option was the tough one: not only do we not realize there is a problem, we are frustrated that we thought it was already solved or never communicated. Sometimes, the first step was simply working through the emotions of the moment: embarrassment, frustration, anger. Then we had to reflect on why the students held their view, and how the instructor may have contributed (unknowingly) to the problem. Eventually, we got to the solution, and the win-win was achieved, but this was the most time-consuming scenario.
That’s not surprising, is it? Taking the time to ask the question, listen and process the response (including all the self-reflection and relational awareness involved), and finally develop and implement a plan – I’m guessing that’s not on many “to do” lists this week. But maybe it should be.
Sometimes all it takes is the right go-between: that person who can gather and cull feedback, and then help you use that feedback to improve your organization and your own leadership. ABL Wise Consulting can help you achieve a win-win. Just ask.
