Page 55 - EdViewptsSpring2017

while we offer these types of tools to Informal Feedback as challenge teachers and administrators
our non-tenured newcomers, it often Challenge through informal feedback will allow for
becomes lost once the faculty member dialogue that extends beyond a singu-
has earned tenure. More regular feedback, due to mana- lar specific task and begin for employ-
gerial and time constraints, really, ees to view (and review) themselves as
Informal Feedback as can only be informal. Because of this a moving part of the larger whole.
Assessment reality, the manner in which appraisal Informal Feedback as Support
data is used remains paramount in
The very term, “informal,” should not looking at how informal feedback can
indicate that such feedback would be challenge employees. According to Informal partnerships, like informal
less thoughtful or less work on either Gosselin, Werner, and Halle (1997), mentoring and coaching, provide
side of the feedback exchange. In- the type of feedback, the frequency of workers with the support necessary
stead, it is critical for an organization to feedback, and the way an organization to, at the very least, feel supported.
encourage a climate that is feedback- communicates performance expecta- “Formalized mentoring programs com-
seeking and to build informal partner- tions are all important pieces of an municate the message that one mentor
ships through coaching, mentoring, or appraisal system. Integrating informal relationship rather than a network of
everyday conversation. “A work envi- feedback procedures could more regu- developmental relationships is the key
ronment may have a climate or culture larly challenge employees to reflect on to enhancing one’s development” (p.
that facilitates or hampers learning. Ac- practices and authentically self-assess 334). Such exclusivity may be detri-
cording to Marsick and Watkins (2003) their own performance. mental to a workplace environment, as
organizations must create structures informal relationship-building can aid
to support learning, for instance by ...it is critical for in the development of a larger working
offering continuous learning opportuni- network within an organization. To put it
ties, promoting inquiry and dialogue, an organization to simply, working with more people, even
and encouraging collaborating and encourage a climate informally, will allow for an employee
team learning” (van der Rijt et. al., p. to more regularly forge bonds with a
239). Support for learning and building that is feedback-seeking larger cohort of workplace colleagues.
a work environment on the belief that and to build informal To maximize the impact of a mentor-
learning is essential aids in the encour- partnerships through ship experience, school districts are
agement of feedback-seeking behav- urged to be creative in creating such
ior. Informal feedback then potentially coaching, mentoring, or cohorts, beyond the state mandates
promotes a meaningful back-and-forth, everyday conversation. that only require brand new teachers to
which requires an organization to be part of such a valuable experience.
intrinsically understand the people that Having such dialogue, with regularity,
they hire and subsequently develop. will allow for teachers and administra-
(Hansen, p. 412). As informal feedback would promote tors to go beyond the pedagogical
more open channels for dialogue, em-
By promoting the consistent opportunity ployees would then be able to have a buzz-words, evaluative rubrics, and
to directly assess an employee’s work more active finger on the pulse of their pressures of an established system of
as both an individual, as well as part of job performance and productivity. “The scoring. Recognizing our vocation as
a larger task or team, that teacher or literature supports that employees and one that goes beyond numbers, this
administrator will more readily recog- systems can mutually benefit from the sort of informal feedback will foster
nize their role in the larger grade-level, career development process, reinforc- authenticity and trust in the system,
department, or school building at large. ing its relevance as a human resource which will then allow for school districts
“Self-perceptions of efficacy influence development function” (McDonald & to sincerely view the multidimensional-
thought patterns, actions, behaviors, Hite, 2005, p. 421). At its core, infor- ity of what our teachers do every day.
and emotional reactions during taxing mal feedback and the open, authentic Informal feedback creates a channel
situations, and research has shown exchange that could potentially take through which workers can learn more
efficacy to account for differences in place as a result of it, could help bridge openly, as an organization moves to-
coping mechanisms, stress reactions, the more intimate discussion between wards a climate that is more feedback-
and goal achievement” (p. 42). While employee and employer about career seeking, not necessarily because an
important, caution is still needed when development. Informal feedback is employee has to improve, but more
implementing a change in assessment designed to tear down hierarchical importantly, because they want to.
methodologies, as workers remain boundaries and to open lines of
hesitant to change without purposeful communication that might otherwise
planning as a preemptive measure. remain silenced. Being able to regularly

Educational Viewpoints -53- Spring 2017