Instruction and Feedback

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Introduction:

This course reviews how to give instructions and feedback most effectively within the context of mentoring relationships. It also encourages mentors to consider the benefits of mentees taking responsibility for their own learning and development, thereby reducing the reliance on instruction and feedback from any third party. 

During the course, you are observing the progress that Joe makes as he transitions from a mentoring role within the army to a position within corporate learning and development. Joe needs some support along the way but draws from his military training and experience to add a new dimension to the mentoring programme offered by his new employer.

The course is split across three lessons with each one representing a key challenge or opportunity faced by Joe. Within each lesson, we ask you a series of questions where you will have some research to do using the links provided. These articles, videoclips and websites are accessed using the “Materials” tab which you will see above the scenario details and also above the assessment questions.

These resources will not hand you the assessment answers immediately. You will need to read and digest them to find the specific pieces of information needed to answer the questions. This will have the effect of cementing the learning in your memory as you use what learning psychologists call “active processing” to understand the materials and extract the information you need. If you get an answer wrong, don’t despair; go back and look again. All the information you need is there to be found. Remember that one or more of the options may be correct for each assessment question. Select as many of the options as you think are applicable.

Course Objective:

To demonstrate how to give instructions and feedback effectively and explain why mentors should encourage mentees to take responsibility for their own learning and development.

Learning Outcomes:

  1. Explain how to establish and maintain their legitimacy when providing mentees with instructions and feedback 
  2. Use assessment for learning techniques and adult learning theory within their mentoring practice 
  3. Describe characteristics of effective feedback 
  4. Use different feedback models within mentoring conversations
  5. Incorporate deliberate practice within mentoring action plans
  6. Encourage mentees to seek development input from their peers 
  7. Use principles from Radical Candor to develop a high performance culture 
  8. Include the 70:20:10 Model for workplace learning when planning mentoring programmes
  9. Demonstrate how mentees can use self assessment to help become independent learners