Giving Feedback

Providing feedback is a core element in the experiential learning solutions we offer at LEXi. It lies at the heart of our experiential learning-based approach, where constructive feedback is always clear, specific, and evidence-based.

What sets LEXi apart is the quality and skill-set of our Lead Facilitators and Actor Facilitators. Our commitment to delivering detailed developmental feedback ensures the feedback they provide is impactful and empowering. Our Lead Facilitators offer astute observations and feedback as part of their delivery. Meanwhile, our Actor Facilitators deliver high-quality, growth-oriented feedback in breakout sessions.

Our Actor Facilitators exhibit a high degree of emotional intelligence, essential for reading participants and tailoring feedback constructively. They work hard to create a relaxed atmosphere, ensuring feedback is both impartial and supportive. This combination of dynamic facilitation and authentic, unbiased feedback creates a psychologically safe environment where participants can thrive.

After any skills or conversation practice, we always check in with participants to understand their perspectives, which helps frame our feedback effectively. This personalised approach ensures that feedback is specific to the individual and their unique situation.

In certain scenarios, participants’ colleagues also contribute to the feedback process, which we facilitate in a way that maintains a respectful and supportive environment. Our goal is always to provide feedback that empowers and fosters growth.

Feedback Models

At LEXi our Actor Facilitators rely on several feedback models to support the feedback process, as well as using these tools to help participants practise giving feedback more effectively. The most common ones are CEDAR and AID.

CEDAR

The CEDAR feedback model was designed by leadership and management skills consultant, Anna Wildman in 2003. It is a structured approach designed to enhance communication and performance through constructive feedback. CEDAR stands for Context, Examples, Diagnosis, Action, and Review.

• C.The process begins with establishing the context to ensure that both parties understand the situation and its relevance.
• E. This is followed by providing specific examples to illustrate the points being discussed, making the feedback concrete and relatable.
• D. The diagnosis phase involves analysing the behaviour or performance to identify underlying issues or strengths without passing judgement.
• A. Subsequently, actionable steps are outlined to address any areas of improvement or to build on strengths.
• R. The final review phase ensures follow-up and accountability, allowing for reflection on progress and adjustments as necessary.

By following these steps, the CEDAR process aims to create a clear, supportive, and effective feedback environment.

AID

The AID feedback process is a focused method for delivering constructive feedback, centred around three essential components: Action, Impact, and Do/Do Differently/Desired Behaviour.

• A. It starts by clearly describing the specific action or behaviour, ensuring the feedback is based on observable facts, never opinion.
• I. The next step involves explaining the impact of this action, detailing how it affected the team, project, or organisation, thus helping the recipient understand the broader implications of their behaviour.
• D. The final component, Do/Do Differently, provides clear guidance on what actions should be continued or changed moving forward. If using the Desired Behaviour version, the focus is on the ideal future state.

By structuring feedback in this manner, the AID process aims to be precise, impactful, and actionable, fostering an environment where feedback is effectively communicated and implemented for continuous improvement.