\nYou\u2019re running a extra workshop for adult learners as part of the delivery of BSBMKG553 – Develop public relations campaigns. The presentation assignment was to deliver a short 10-15 minute presentation. The students were told to imagine they were promoting a band and had to put together a short marketing presentation.<\/p>\n<\/blockquote>\n\n\n\n
One of your participants, Mark, just completed his assignment delivering the presentation. It\u2019s good, but there\u2019s room for improvement. You decide to take a moment and think about the good parts & the not-so-good<\/em> parts.<\/p>\n\n\n\n\nMark\u2019s presentation was on a band you\u2019ve never heard of and you thought they sounded like a cat scratching a blackboard. You found it hard to see the pictures as they were quite small and a little blurry. Mark confidently delivered all of the information and is a great public speaker. You found him to be engaging. You noticed that other students knew the band and some were even screeching along with Mark when he played an example of their music and clips of their recent shows.<\/p>\n<\/blockquote>\n\n\n\n
\nThe students asked questions and Mark confidently answered them. Mark\u2019s presentation had a strong beginning when introducing the band and their success – however, he then jumped from album to album and he spent quite a bit of his presentation focussed on why he liked each album over another. Critical information, such as the bands international success, estimation of earning and expenses as well as merchandising opportunities were laid out in a way that made sense – although it was rushed into the last 2 minutes of his presentation.<\/p>\n<\/blockquote>\n\n\n\n
As a trainer, you know feedback is essential – but how do you give it in a way that encourages Mark to grow instead of shutting down? Take some time to consider if your bias here and how you might summarise the feedback that will encourage Mark instead of deflate him.<\/p>\n\n\n\n
Start with Strengths: The Feedback Sandwich<\/h2>\n\n\n\n
No one likes to hear just what they\u2019re doing wrong, especially adults who might already feel vulnerable about learning new skills. That\u2019s why starting with a person\u2019s strengths is key.<\/p>\n\n\n\n
Let\u2019s think more about the feedback we can give to Mark. Instead of saying, \u201cYour presentation wasn\u2019t clear,\u201d you might start with, \u201cYou did a great job engaging the audience. Your music examples really resonated with them.\u201d<\/p>\n\n\n\n
\ud83d\udca1 The feedback sandwich works like this<\/h3>\n\n\n\n\n- Start positive:<\/strong> Highlight what they did well.<\/li>\n\n\n\n
- Address areas for improvement:<\/strong> Offer specific suggestions.<\/li>\n\n\n\n
- End on a high note:<\/strong> Reinforce their potential and encourage progress. <\/aside><\/li>\n<\/ul>\n\n\n\n
\nThink about ways you might provide constructive feedback. Instead of saying \u201cYou spent too much time talking about your favourite album\u201d, try saying \u201cThe essential information about the band felt a little rushed at the end. To make your talking points clearer, you could try to structure them using a timeline.\u201d<\/p>\n<\/blockquote>\n\n\n\n
\ud83d\udde3\ufe0f Always tie feedback to specific examples. Saying, \u201cYour introduction was engaging because you asked a thought-provoking question,\u201d is more helpful than a generic \u201cGood job on the introduction.\u201d<\/p>\n\n\n\n
\n\n\n\nMake It Collaborative<\/strong><\/h2>\n\n\n\nAdults value collaboration and autonomy. Instead of simply telling learners what to improve, involve them in the process. Take time to allow the student to seek feedback from their peers and encourage self-reflection on their work.<\/p>\n\n\n\n
\ud83d\udca1 Ask for feedback, don\u2019t just tell.<\/h3>\n\n\n\n
Instead of saying \u201cThe delivery needs work\u201d, ask open-ended questions to encourage self-reflection, such as:<\/p>\n\n\n\n
\n- \u201cWhat part of this presentation did you feel most confident about?\u201d<\/li>\n\n\n\n
- \u201cIf you were to improve one thing, what would it be?\u201d<\/li>\n\n\n\n
- \u201cHow do you think this aligns with what we are learning?\u201d<\/li>\n<\/ul>\n\n\n\n
\nIt\u2019s clear that Mark struggled with time management during his presentation. You might prompt self-reflection on this by asking, \u201cHow did you feel about the timing? Were there moments where you thought you could have been more concise? Did you feel rushed through what you wanted to get through\u201d.<\/p>\n<\/blockquote>\n\n\n\n
This approach invites Mark to analyse his performance and take ownership of his growth.<\/p>\n\n\n\n
\n\n\n\nBe Clear and Actionable<\/strong><\/h2>\n\n\n\nAmbiguity is the enemy of constructive feedback. Adults need to know exactly what to do to improve. When thinking about how to provide constructive feedback, we should aim to end our conversation with the student being clear on what needs improvement. A person cannot change their behaviour if they don\u2019t know about it.<\/p>\n\n\n\n
\u2757 But we shouldn\u2019t just tell them.<\/h3>\n\n\n\n
If you are paying attention, we just talked about asking questions to encourage self-reflection\u2026 but\u2026 we don\u2019t just want let them go off without clear feedback. You want to make sure that your students know where they need to improve and how they can achieve that.<\/p>\n\n\n\n
Instead of vague comments like \u201cWork on your delivery,\u201d be more specific: \u201cTry pausing after key points to let your message sink in. Practising with a timer can help you pace your delivery so that you don\u2019t need to rush through any of your information.\u201d<\/p>\n\n\n\n
Key Tips for Clarity:<\/strong><\/p>\n\n\n\n\n- Focus on behaviour, not personality:<\/strong> Say, \u201cYour responses could be more concise,\u201d instead of \u201cYou tend to ramble.\u201d<\/li>\n\n\n\n
- Use \u201cI\u201d statements:<\/strong> \u201cI noticed that the flow of your argument could be smoother\u201d is less confrontational than \u201cYou didn\u2019t organise your ideas well.\u201d<\/li>\n\n\n\n
- Break it down:<\/strong> If there are multiple areas for improvement, address them one at a time to avoid overwhelming the learner.<\/li>\n<\/ul>\n\n\n\n
\u2728 Pair feedback with examples or demonstrations. Show what \u201cgood\u201d looks like so learners have a clear target to aim for.<\/p>\n\n\n\n
\n\n\n\nRespect Their Experience<\/strong><\/h2>\n\n\n\nAdult learners bring a wealth of experience to the classroom. Acknowledge and respect this by framing feedback as a way to build on their existing strengths. No one wants to feel like they are being spoken down to. Not everyone has the same experiences as us. And that\u2019s OK.<\/em><\/p>\n\n\n\n\nMark is a seasoned public speaker but struggles with PowerPoint design. You might say, \u201cYour speaking skills are fantastic – you really know how to engage an audience! We can talk about ways to work on your slide design together to make your message even more impactful.\u201d<\/p>\n<\/blockquote>\n\n\n\n
\n\n\n\nFocus on Growth, Not Perfection<\/strong><\/h2>\n\n\n\nAdults often fear failure, especially when stepping into unfamiliar learning environments. Remind them that feedback is about growth, not judgment. Normalise mistakes as part of the learning process.<\/p>\n\n\n\n
You might say:<\/p>\n\n\n\n
\n- \u201cEvery expert was once a beginner. This is just a stepping stone.\u201d<\/li>\n\n\n\n
- \u201cThe fact that you\u2019re willing to try is a huge win. Let\u2019s use this feedback to get you even closer to your goals.\u201d<\/li>\n<\/ul>\n\n\n\n
\nFor Mark, this could mean reassuring him that his presentation doesn\u2019t have to be perfect. Instead, the focus is on improving specific elements for next time.<\/p>\n<\/blockquote>\n\n\n\n
\n\n\n\nDeliver Feedback with Empathy<\/strong><\/h2>\n\n\n\nImagine how you\u2019d feel if someone critiqued your performance or work. Now… consider that you got that information during the absolutely worst working week of your life. Sometimes critical feedback can feel much worse when we are already balancing the juggling balls of life. Honestly, sometimes it feels like there are so<\/strong> many balls in the air – it can be hard to keep track of everything.<\/em><\/p>\n\n\n\n\u2764\ufe0f\u200d\ud83e\ude79 A little empathy goes a long way.<\/h3>\n\n\n\n
Before giving feedback, consider their perspective:<\/p>\n\n\n\n
\n- Are they new to the subject?<\/li>\n\n\n\n
- Do they speak English as a second language?<\/li>\n\n\n\n
- Do they seem stressed or unsure?<\/li>\n\n\n\n
- How can you frame your feedback to build their confidence?<\/li>\n\n\n\n
- Have they expressed challenges completing the coursework? <\/aside><\/li>\n<\/ul>\n\n\n\n
\nInstead of saying, \u201cYou need to work on your teamwork because you don\u2019t listen to anyone\u2019s ideas,\u201d you could say, \u201cI know collaborating in groups can be tricky, especially when everyone has different ideas. You\u2019re doing well, and I think focusing on active listening could make your contributions even stronger.\u201d<\/p>\n<\/blockquote>\n\n\n\n
\n\n\n\nFollow Up and Reinforce Progress<\/strong><\/h2>\n\n\n\nFeedback doesn\u2019t end with the conversation – it\u2019s an ongoing process. Check in with your learners to see how they\u2019ve applied your suggestions and celebrate their progress.<\/p>\n\n\n\n
For Mark, this could mean watching his next presentation and saying, \u201cYou did an amazing job organising your points this time. I could see you really worked on that!\u201d Positive reinforcement motivates learners to keep improving.<\/p>\n\n\n\n
Giving feedback is one of the most powerful tools in a trainer\u2019s toolkit, but it\u2019s also a skill we\u2019re all constantly refining. I\u2019d love to hear from you, regardless of your journey!<\/p>\n\n\n\n
\n- Trainers: What\u2019s your go-to strategy for delivering constructive feedback?<\/li>\n\n\n\n
- Learners: What type of feedback has helped you grow the most?<\/li>\n<\/ul>\n\n\n\n
Drop your thoughts in the comments below. Let\u2019s create a space where we can all learn from each other!<\/p>\n\n\n\n
Till next time. <\/p>\n","protected":false},"excerpt":{"rendered":"
Providing constructive feedback to adult learners is both an art and a science. It\u2019s about balancing honesty with encouragement and ensuring your feedback is clear, actionable, and respectful. I think it\u2019s important for facilitators and educators to at least try to understand how to provide relevant and constructive feedback to their students\u2026 after all, the…<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[4],"tags":[7,13,19,24,28,53,54,58,60,61,66,71],"class_list":["post-65","post","type-post","status-publish","format-standard","hentry","category-vocational-education","tag-adult","tag-career","tag-constructive","tag-education","tag-feedback","tag-relationships","tag-rto","tag-students","tag-tae","tag-tafe","tag-trainer","tag-vet"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/redhotcrack.com\/index.php?rest_route=\/wp\/v2\/posts\/65","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/redhotcrack.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/redhotcrack.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/redhotcrack.com\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/redhotcrack.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=65"}],"version-history":[{"count":0,"href":"https:\/\/redhotcrack.com\/index.php?rest_route=\/wp\/v2\/posts\/65\/revisions"}],"wp:attachment":[{"href":"https:\/\/redhotcrack.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=65"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/redhotcrack.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=65"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/redhotcrack.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}