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As covered in the first article in this series, Principles of Effective Teaching, reliability engineers, FMEA team leaders, and other quality and reliability professionals are often called upon to teach the principles of reliability or FMEA. Whether you are a student who wants to enhance your learning experience, an instructor who wants to improve teaching results, or an engineer who wishes to convey knowledge to another person, this series will offer practical knowledge and advice.
Provide constructive feedback to students
“True intuitive expertise is learned from prolonged experience with good feedback on mistakes” Daniel Kahneman
Key Teaching Principle #9 is the instructor always answers questions in a meaningful way, and provides consistently positive critiques to students to enhance their learning.
Providing meaningful answers to student questions
Each and every question from a students must be answered in a meaningful way. If the question is in scope to the training material, you should answer right away. The student should feel they did the right thing by asking and that they understand the relevent principle as part of the answer.
If the question will be covered at a later module in the course, you can defer the answer to be covered during the later module. Then, be sure the question is answered.
If the topic of the question is not within the scope of the course material, you can schedule time outside the course to discuss, if needed.
If you do not know the answer to a question, say so, and make a note to follow up as soon as possible; preferably the next day. You want every student to ask questions, and have confidence that their questions are taken seriously and answered in a meaningful way.
Constructive feedback during exercises
One of the objectives of course exercises is to challenge each student with real scenarios that stimulate learning. The intent is to make it safe and constructive to make mistakes, which is an opportunity for learning to take place. When a student makes an error during an exercise, which is entirely expected, it is very important that the error becomes a learning opportunity. This is where constructive feedback comes into focus.
What is “constructive feedback”?
One definition for constructive feedback is “a response to someone’s activity aimed at helping them become more effective.” In a teaching environment, this means the feedback should be aimed at improving the awareness and learning of the student. It is constructive because the student learns something about the principle that they did not know, and it helps them become more effective in the application of the principle.
What are elements of constructive feedback?
- Specificity: Be specific on what is done well and what needs improvement; don’t generalize.
- Behavior: Focus on behavior the receiver can do something about.
- Timing: Feedback should be as immediate as possible.
- Simplicity: Don’t overload the feedback with too much information or too many critiques.
- Response: Give the student an opportunity to process the feedback and respond.
- Empathy: “Seek first to understand, then to be understood.” (Stephen Covey, from The Seven Habits of Successful People)
- Constructive: Be positive in your critiques. Recognize an error, and make sure you understand the exact nature of the error, and work with the student to ensure full understanding of the principle behind the error; that is what is meant by positive.
Why is constructive feedback important?
One of the keys to effective teaching is to provide a safe space for learning and allow the student to make mistakes. Learning occurs when the student discovers what they are doing that can be improved, and understands the principles behind the mistake. Constructive feedback is an essential part of the learning process.
What happens when a student receives constructive feedback?
At minimum, two things happen when a student receives constructive feedback.
- The student learns the specific mistake that they made or the specific concept they do not understand.
- The student learns the principle behind the error, and what they can do or understand that will help them become more effective in applying the new knowledge.
Let’s explore this subject with an example
Mary is teaching FMEA principles to a class of students. One of the exercises is describing a Failure Mode, using a bicycle brake system, specifically a brake cable. In the exercise the teacher shares the function of the brake cable: “provides adjustable and calibrated movement between the brake lever and brake caliper,” and asks each student to write down a potential failure mode. She calls on one of the students (Bill) to share his answer. Bill says, “the rider could get in an accident.” Mary knows this answer is wrong, since in this example, Bill’s response is more like an Effect than a Failure Mode.
What should be Mary’s response be to Bill? Should Mary say, “your answer is wrong,” and provide the correct answer to Bill? Is that constructive feedback? No, it is not. Saying “your answer is wrong,” and providing a correct answer to the student accomplishes the first of the two things that happen when a student receives constructive feedback: The student learns the specific mistake that they made or the specific concept they do not understand. However, this does not bring about a better understanding of what they can do or learn to become more effective in applying the new knowledge. It would be better for the instructor to use the student’s incorrect response as a teaching moment. Mary can ask Bill for the definition of Failure Mode and ask him to think about what is the MANNER in which the brake cable might not accomplish the intended function. Once the student correctly answers the definition of Failure Mode, acknowledge the correctness. Explore with Bill possible ways the brake cable could not work. If need be, ask another student, and then go back to Bill to ask for his understanding until he gets it right and can explain why.
Suggestion for further self-study
In our book THE PROCESS OF RELIABILITY ENGINEERING: Creating Reliability Plans That Add Value, Fred Schenkelberg and I included a section in chapter 11 called “Receiving feedback.” It’s written from the point of view of someone who is learning to be a better presenter. However, the advice in this section also applies to teaching.
There you have it. Apply the principle of constructive feedback to improve the learning process.
In the next Key Principle, we will discuss the importance of application, and see how to ensure each student can apply the material they are learning.
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