A few years ago I integrated the regular use of a new paper-based feedback tool when I facilitated discussions and workshops at the Basic Needs Center. I also began to intentionally reserve (spacious) time at the end of each workshop and discussion for participants to complete the feedback tool before the session’s scheduled end-time. Immediately, I noticed how useful the feedback was for my practice, how quickly the regular feedback helped me improve my facilitation and staff development skills.
When I distribute these forms at the end of a workshop, I name my goals authentically, and I make my request clearly. I might say something like “Feedback you share with me always helps me grow and get better at this. I consider today’s workshop a 1.0 version—there were definitely some parts of today that felt clunky to me—help me take this workshop to the next level so I can get even better for future BNC students. I take your feedback seriously and it’s really helped me grow our team. I appreciate all the time you spend writing your feedback every week.” And then I wait patiently for students to record their feedback, and I try to say thank you to each of them as they finish and add theirs to the stack.
Some of the helpful (real) feedback I have received has included:
“I liked the out-loud reading of the article, kept everyone in sync (paying attention)”
“Let us read to ourselves.” “It’s difficult to annotate when we read aloud. I can’t take in the information in the same way.” (We can’t please everyone at all times!)
“Seeing where my coworkers stand on the discussion questions helps me to understand them better.”
“Good mix of moving and sitting.”
“It might be good to re-order this: do the reading earlier in the workshop and then the activity to explore the ideas in the reading.”
“I enjoyed not being rushed in conversation and the facilitator’s continued solicitation of input from the group; this led to richer discussions.”
“I would like more practice with things we learn or examples we will face at work.”
The team sees me integrate their feedback—and when I remember, I mention in the next workshop that the facilitation changed as a result of feedback from the team. I also like that the worksheet makes clear what my goals are, metrics and values that matter to me in my leadership. These forms get kept in binders in my office. Some of the quotes on my feedback forms make clear how important staff development is to quality services for students. Feedback from co-curricular and student employee workshops help demonstrate Student Affairs’ contribution to student learning outcomes. This qualitative data can be useful contributions to annual reports, advocacy efforts, budget considerations, donor communications and other strategic communications.
Last week one of the BNC students left feedback suggesting that I use a digital feedback tool to save paper. Because I’m committed to feedback, I find myself clinging to this paper form not willing to let go (it is just so effective!) and simultaneously challenging myself to stay open-minded to the feedback being offered, open-minded to the idea of a digital version of the same questions I’m asking nowadays.
But I don’t feel ready to jump in yet.
I would love to hear of a colleague finding success with a digital workshop feedback form. I would be thrilled to hear that an OSU staff member is regularly receiving (in a digital format) the same quality of feedback that I’m receiving from these paper forms. If someone shows me proof of concept, I’ll experiment with a digital form. But until then, you can pry these binders full of paper feedback forms out of my cold, dead hands.
Nicole welcomes feedback and conversations about promoting feedback practices throughout our division and our campus. Send her an email: nicole.hindes@oregonstate.edu
