Providing effective feedback and feed-forward: Framing feedback to guidance performance and change behaviours. 

Duration: 3m59s

Many trainers give feedback. But not all feedback changes performance. 

If the learner walks away unsure what to do next, the feedback was incomplete.  

Good feedback tells them what happened. 

Good feed-forward tells them what to do next time. 

As the name suggests, feedback looks back. It tells the learner what they did well, where they missed the mark, and why that's critical. 

Feed-forward looks ahead. It gives the learner clear next actions. 

In mining and automotive training, both matter. Because learners need more than value judgements. They need guidance and direction they can actually use. 

Therefore, the goal isn't just to comment on performance. Rather, it should be geared towards improving performance. 

Effective feedback starts with observation, not opinion. 

Be specific. Say what you saw. For example, 'you completed the isolation steps in the right order, but you didn't confirm the final check before starting work.' 

That's better than saying, 'you need to be more careful.' 

Specific feedback is easier to understand and easier to act upon. 

Whereas vague feedback creates vague improvement. 

Next, link the feedback to the expected standard. 

Don't make it personal. Make it clear what good performance looks like. 

You might say 'the process requires you to check pressure before moving to the next step,' or 'the standard here is a full pre-start, not a quick visual scan.' 

That helps the learner see that the feedback is about the work, not about them. 

Don't overload the learner with ten different points at once. Focus on the most important issue first. Like, 'what's the one change that will make the biggest difference to safety, quality or consistency?' Lead with that. 

If everything sounds equally important, learners may not know where to start. 

Keep the message focused enough that the learner can act on it straight away. 

This is where feed-forward is so important. Don't stop at what went wrong. 

Tell the learner what to do next. 

For example, 'next time, pause before you start the machine and complete the final check out loud' or 'on the next job, I want you to confirm the reading before you adjust the setting.' 

That gives the learner a practical next step. Feed-forward turns feedback into action. 

Strong feedback isn't always a speech from the trainer. 

Ask the learner what they noticed. What would they do differently next time? Or what part were they unsure about? 

That helps you to check understanding and builds ownership for the learning. 

It also helps the learner become more reflective, which will ultimately help them to be more effective on the job. 

Feedback is most useful when it is given close to the completion of the task. 

If you wait too long, details fade. If you interrupt too early, you can break their concentration. 

So, choose the right moment. For safety issues, step in straight away. 

For smaller issues, let the learner finish the task, then debrief while it's still fresh.  

That will help to build reinforcement and be a trigger for the next time they perform that task.  

If you want feedback to change behaviour, make it specific, link it to the standard, and give the learner a clear next step. 

That's the difference between feedback that sounds useful and feedback that actually leads to improved performance. 

Give feedback on what happened. Give feed-forward on what happens next. 

And you'll be glad you did. 

END.