Getting Feedback From Participants


Sometimes it is hard to judge your performance as a facilitator/instructor.  These activities will allow you to receive feedback from your group.
 

THE MAGIC WAND
MID-PROGRAM EVALUATION
QUESTIONS FOR GETTING FEEDBACK ON HOW YOU’RE DOING
INSTANT EVALUATION FORMS
GRAFFITI FEEDBACK BOARDS
LETTER TO THE TRAINER
IF YOU WANT MY OPINION
SELF-SYMBOLS
THE WEB
HOW DID THIS MEETING GO?
THE ANIMAL ANALOGY
MASKING TAPE EVALUATION
QUESTIONS, APPRECIATIONS, CONCERNS
 
 


 
 
 

THE MAGIC WAND


You have just found a magic wand that allows you to change three work related activities.  You can change anything you want.  How would you change yourself, your job, your boss, coworkers, an important project, etc.?   Have them discuss why it is important to make the change.  Another variation is to have them discuss what they would change if they became boss for a month.  This activity helps them learn about other’s desires and frustrations.

SOURCE:
Big Dog’s Bowl of Biscuits.  Date created: January 27/00
Internet.  Last updated: March 12/00  Date viewed: August 5/00
Available URL: http://www.nwlink.com/~donclark/leader/icebreak.html


 
 
 

MID-PROGRAM EVALUATION


As a meeting leader, have you ever wondered how your direction is being received?  This warmup is designed to give you feedback about how the participants are evaluating your program.

Ask participants to write three words that best describe their feelings about the meeting so far.  Ask for a volunteer to collect the critiques in a paper bag.  Read each comment to the group without revealing who wrote it.

SOURCE:
Thirty Dynamic Warmups for Groups
Internet.  Accessed August 5/00
Available URL: http://www.smartbiz.com/sbs/arts/act7.htm


 
 
 

QUESTIONS FOR GETTING FEEDBACK ON HOW YOU’RE DOING


   1.What is one thing I could do differently next time in my role as facilitator?
   2.What would you like me to be doing that I am not?
   3.What could I have done to make this meeting more productive?
   4.What should I be doing to make you (the team) self-sufficient (not need me)?
   5.What has to happen for you to rate our meetings a "10?"

SOURCE:
Results Through Training, www.RTTWorks.com
Internet.  Accessed date: June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/TipsFacil.HTML


 
 
 

INSTANT EVALUATION FORMS


Objectives:

Procedure:
 
Design a brief and straight-forward evaluation form that allows for easy accumulation of trainee reactions to the day's session.

The form might, for example, focus on three elements:

  •      How valuable was today's session for you?  (5 point scale)
  •      What are the most important things you learned today?
  •      How do you intend to apply those ideas?
    • Distribute and collect the (anonymous) forms during the last ten minutes of each day's session.  Tabulate the responses and prepare a brief analysis of the information gained, and share the analysis with the group at the beginning of the next day's session.  Use the presentation as the basis for a concise review, clarification of misperceptions, and as a foundation for introducing the new day's topics.
    Discussion Questions and Important Points: Materials Required:

    Predesigned reaction sheet.

    Approximate Time Required:

    10 minutes at the end of the session, 20 to 30 minutes between sessions, and 10 to 20 minutes at the beginning of the next
    session.

    SOURCE:
    Scannel, Edward and Newstrom, John (1980) Games Trainers Play. New York: McGraw-Hill  pp. 287


     
     
     

    GRAFFITI FEEDBACK BOARDS

    Objective: Procedure:
    Most reaction-based evaluation systems gather data at the end of a session or program, or possibly at a future date.  The motivation to treat these seriously is lessened by the fact that changes will occur too late to improve the quality of the current session.

    An informal alternative is the use of graffiti boards.  Through the use of poster boards, flipcharts, or chalkboards, participants may express (ventilate) a variety of observations, reactions, ideas, or emotions to the trainer or the group.  This may be done on a relatively anonymous basis.  Topics may be provided at the top (e.g., “course content”, “physical facilities,” etc.) or the feedback may be solicited on a totally unstructured basis.  In any case, an important outlet for emotional and intellectual catharsis has been provided.

    Discussion questions: Material required:

    Flipchart or similar medium on which to write.

    Approximate Time Required:

    None for collecting the comments; varied amount of time for discussion.

    SOURCE:
    Newstrom, John W. and Scannell, Edward E.  (1980)  Games Trainers Play
    New York: McGraw Hill Book Company  pp.13


     
     
     

    LETTER TO THE TRAINER


    Objectives:

    Procedure:
    Prepare a blank letter, survey form, or periodic journal format similar to the one below.  The letter format can be distributed at the end of the program with a specific due date (e.g.,  in thirty days).  It is unstructured.  The danger is the low response rate that is likely unless a follow-up is used, or participants are highly committed.  The survey format permits the use of greater structure to the responses, and is more likely to obtain a respectable response rate and meaningful data if it is kept brief.  The journal approach requires considerable persistence on the part of the participant.  However, if rigourously followed, the journal may contain some of the most useful spontaneous insights.  The main point, of course, is that the trainees, having been alerted to the possibility of SOME follow-up mechanism, will be more likely to retain their newly-acquired knowledge and practice their new skills.
    Materials Required:

    Letter, survey, or journal format.

    Approximate Time Required:

    None during the training session.
     
     

    Sample Letter:

    Dear _____,

    I attended the __________ course conducted by you on ___________, 20__.  I wish to share with you a series of insights I have gained since then regarding the ways in which I have (have not) been able to apply the material to my job.

    I have done the following:
    1
    2
    3

    Information in these areas has proven to be of considerably less use to me:
    1
    2
    3

    The suggestions I have for you include:
    1
    2
    3

    Signed: ______________

    SOURCE:
    Newstrom, John W. and Scannell, Edward E.  (1980)  Games Trainers Play
    New York: McGraw Hill Book Company  pp.293


     
     
     

    IF YOU WANT MY OPINION


    Objective:

    Procedure:
    Place two flip charts at the rear of the training room.

    On the first, write these words:

    "Here are some things we especially valued about this program..."
    On the second flip chart, write these words:
    "Here are some suggestions as to how this program could be even better..."
    Tell participants that you will be leaving the room for the next ten minutes and you sincerely ask their honest evaluation of the program. Ask them to write down their individual responses to the two questions posed.

    Explain that they should not sign their names, but you would appreciate their specific suggestions and assessment.

    Leave the room for at least ten minutes. If participants are still writing their comments after ten minutes, allow a few more minutes. When you return, thank the group for their suggestions and comments.

    Tear off the flip charts and return to your office. You may choose to type up the comments and distribute them to relevant audiences (e.g., your boss or the program participants), or you may simply study them yourself to identify any relevant themes or constructive comments affecting things within your control. Then a) celebrate your success, and b) change something needing improvement!

    Discussion Questions:

    None.

    Materials Required:

    2 flip charts and several colored markers.

    Approximate Time Needed:

    10-15 minutes.

    SOURCE:
    McGraw-Hill Trainer’s Toolchest.  Date online not available
    Internet.  Accessed date: July 17, 2000
    Available URL: http://www.pbg.mcgraw-hill.com/training/toolchest/games.html


     
     
     

    SELF-SYMBOLS


    Form:

    Function:
    1. Ask each person to make a list of 25 random nouns--any 25 that come to mind (e.g., sponge, pool, umbrella, leaf, clock, etc.)

    2. Divide the group into teams of four or five, asking them to quickly share their lists of nouns as a means of  stimulating thought.

    3. Each person will then select one word (from the lists, from the dictionary, or from their own heads) and will use that noun to explain how they feel about the training they have received thus far. For example, some might feel like a sponge, absorbing knowledge, soaking up the spills created by excited, animated discussions, bending their minds into new shapes, and so on.

    4. Have the teams select an especially relevant description and share it with the class as a whole.

    Follow-Up:

    Have participants write their descriptions, anonymously, in one-paragraph essays. At break time, collect them and quickly sort them into two piles: those that are positive (like the sponge) and those that are not. (For example, "I feel like I'm drowning in a pool of knowledge" would be placed in the negative pile.) After the break, lead a discussion about how the negative reactions could be converted into more positive reactions.

    Share the descriptions with the editor of the organizational newspaper, issue by issue, to gain a wider audience for these perspectives on training.

    Transition:

     [Choose one of the descriptions offered by participants and make a transition such as this. Or, revert back to the image of the sponge.]

    There is just one difference between the actual sponge and the human sponge, the natural sponge always returns to its original form. You, by contrast, are expected to walk out of here a different person than you were when you walked in. In other words, if you are thinking the very same thoughts when you leave that you were thinking when you entered, if nothing new penetrated your gray matter, then I will have failed in my instructional obligation and you will have wasted considerable personal time and corporate money.

    Yes, continue soaking up as much as you can. But don’t stop there. Let your new knowledge inspire you to do something differently, to effect positive change. To do otherwise is to lose an opportunity.

    SOURCE:
    McGraw-Hill Trainer’s Toolchest.  Date online not available
    Internet.  Accessed date: July 17, 2000
    Available URL: http://www.pbg.mcgraw-hill.com/training/toolchest/games.html


     
     
     

    THE WEB


    Objective:

    Preparation:
    None

    Resources:
    Ball of yarn or other type of string

    Activity:

    There is a ball of yarn that is given group. The size of the ball deals with the Size of the group. The participants are sitting in the form of a circle. One person starts off by receiving the ball of yarn and would say a couple of words about how the session was for them. When the person is done he holds tight to the piece of string and throws the ball to another person across from him. Continues the same process, the result after everyone has said something and holds a piece of the yarn. There should be a web formed by the string.


    SOURCE:
    Icebreakers
    Internet.  Date accessed:  July 15/00
    Available URL: http://adulted.about.com/education/adulted/gi/dynamic/offsite.htm?site=http://7%2D12educators.about.com/library/weekly/aa082297.htm


     
     
     

    HOW DID THIS MEETING GO?


    Objective:

    Materials:

    Two flip charts and several coloured  markers

    Procedure:

    Place two flipcharts at the front of the room.

    On the first, write: “Here are some things  we especially valued about the way the meeting was run today.”

    On the second flipchart write: “Here are some suggestions as to how future meetings like this could be even better …”

    Invite participants to spend the next six to eight minutes “processing” the meeting (consciously reflecting on it and examining both what went well and what merits improvement).  Record the essence of all ideas.

    Thank them for their suggestions and comments.

    Tear off the flip charts and return to your office.  You may choose to type up the comments and distribute them to the group members, or you may simply study them yourself to identify any relevant themes or constructive comments affecting things within your control.  Then celebrate your  success, and change something needing improvement!

    Discussion Questions: Tip:

    If the trust level between you and the group is not very high, you may want to try a more anonymous procedure the first time or two.  After posting the two questions on the wall for the group, tell them you will be leaving the room for the next ten minutes and you sincerely ask their honest evaluation of the meeting.  Ask them to write their individual responses to the two questions posed.  Explain that they should not sign their names, but that you would appreciate their specific suggestions and assessment.  If participants are still writing their comments after ten minutes, allow a few more minutes.  When you return, express your appreciation to them and take the flipcharts back to your work  site for careful analysis (don’t be defensive!).  Then be sure to follow up with meaningful changes in subsequent meetings!

    If you have more time:

    After identifying what went well and what needs improvement, ask the group to convert those comments into specific, action-oriented implications.  What new behaviours would they recommend for both you and themselves that would improve the effectiveness of future meetings?

    SOURCE:
    Newstrom, John and Scannell, Edward (1996)  The Big Book of Business Games.
    New York: McGraw-Hill  pp.150


     
     
     

    THE ANIMAL ANALOGY


    Objective:

    Materials:

    None

    Procedure:

    At the conclusion of a staff meeting or other organizational get-together, inform the group that you would be interested in some type of feedback on the way you conducted the meeting.  Rather than verbal or written evaluation, ask each person to sketch out a picture of whatever animal they can think of to depict the way you led the  session.  Make sure they understand that they must keep it light!
    Discussion Questions: Tips:

    If you describe yourself as a task-master, humourously inform the group that a previous group gave you three bulls and two elephants!

    Continue to keep this a fun activity.  Let the group know that you’re interested in their reactions, but “be nice to me.”  In other words, this is not the place for ax-grinding or other kinds of negativity.

    Caution: Don’t use this activity when the meeting itself addressed items of a controversial or sensitive nature.

    SOURCE:
    Newstrom, John and Scannell, Edward (1996)  The Big Book of Business Games.
    New York: McGraw-Hill  pp.166


     
     
     

    MASKING TAPE EVALUATION

      Procedure:
    Lay a long strip of masking tape  from one end of  the room to the other.  At one end write 0% and at the other end  write 100%, then at even intervals write 10% , 20%, 30%, 40%, and so on.

    Ask the group members to stand.  Tell them that you are going to ask them questions in order to get group feedback.  After you ask the question, each person moves to the percentage mark on the tape that best describes their stand on the question.

    For example: If you asked “What is your level of satisfaction with this training session?” then group members would stand by the % that stands for their level of satisfaction.  If they were highly satisfied they might stand by the 80% mark, if they were dissatisfied they might stand by the 30% mark.

    While students are standing on their spot, you can ask if anyone would like to state why they chose that spot on the tape in order to get more feedback.

    You can use any number of questions in this activity and people will move each time to stand at a spot that suits their feedback to you.

    Sample Questions: Alternative Strategy:

    Rather than using masking tape, use index cards with the percentages written on them.

    SOURCE:

    Unknown.


     
     
     

    QUESTIONS, APPRECIATIONS, CONCERNS

      Procedure:
    Write the words “Questions”, “Appreciations”, “Concerns” on the flipchart or chalkboard.

    Tell the participants that you will be dividing them into small groups for this activity.

    When they are in the small groups they are to have someone volunteer to be the recorder/reporter for the group.  Each group is to identify any “questions” they have in regard to the training and record them.  Then they are to list anything they have “appreciated” in the training thus far (this can be things that others have done for them, the trainer has done, anything they appreciate).  Finally they are to list any “concerns” they have in regards to the training.  Give them 15 minutes to do this.

    At the end of the 15 minutes, have each group report their findings.  As questions are asked, answer them.  When the appreciations are reported acknowledge them.  Finally when concerns are expressed identify if anything can be done to minimize stress brought about by the concerns.  (You may even brainstorm ideas to cope with the concerns!)

    Thank the group for their feedback.


    SOURCE:
    Unknown

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