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UED8023 Professional Conversations - Feedback

8W Teaching Period 5, 2021 Online
Short Description: Professional Conversations-Fee
Units : 0.25
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 079999 - Education not elsewhere classi
Grading basis : Graded
Version produced : 11 April 2021


Enrolment is not permitted if EDU8400 has been previously completed


Whether it's positive or negative, effective feedback is helpful and productive. It clarifies expectations, builds competence and confidence, and promotes workplace learning. It also provides information for informed strategy development and decision-making.


This minicourse will show students how to give effective feedback to enhance the performance and expectations of your team. Students will apply specialist knowledge of tools, models and techniques to deliver feedback within their professional context.

Please be advised that this minicourse is made up of four parts please see EDU8400 for the full course specification.


On successful completion of this course students should be able to:

  1. apply specialist knowledge of tools, models and techniques to deliver feedback in a professional context (EDU8400 LO2);
  2. apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (EDU8400 LO5).


Description Weighting(%)
1. You as a giver of feedback 20.00
2. What feedback is 20.00
3. Feedback skills and competencies 20.00
4. Providing feedback 20.00
5. Feedback and you 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Bangert-Drowns, R. L., Kulik, C, C., Kulik, J. A. & Morgan, M 1991, 'The instructional effect of feedback in test-like events', Review of Educational Research, vol. 61, no. 2, pp. 213-238.
Campbell, J. & Van Nieuwerburgh, C 2018, The leadership guide to coaching in schools, Corwin, Thousand Oaks, CA.
Cassidy, T.M 2014, 'Opening the window to lifelong learning: Applying the Johari Window framework in engineering communication curriculum', IEEE International Professional Communication Conference, October, pp. 1-4.
Covey, S. R 2004, The 8th habit: From effectiveness to greatness, Simon & Schuster, London.
Cox, E., Bachkirova, T., & Clutterbuck, D 2014, 'Theoretical traditions and coaching genres: Mapping the territory', Advances in Developing Human Resources, vol. 16, no. 2, pp. 139-160.
Crane, T.G., & Patrick, L. N 2014, The heart of coaching: Using transformational coaching to create a high-performance coaching culture, 4th ed. rev edn, FTA Press, San Diego, CA.
de Villiers, R 2013, '7 Principles of highly effective managerial feedback: Theory and practice in managerial interventions', The International Journal of Management Education, vol. 11, no. 2, pp. 66-74.
Drucker, P. F 2005, 'Managing oneself', Harvard Business Review, vol. 83, no. 1, pp. 100-109.
Ende, J 1983, 'Feedback in clinical medical education', JAMA, vol. 250, no. 6, pp. 777-781.
Epstein, M.L., Lazarus, A.D., Calvano, T.B., Matthews, K.I.A., Hendel, R.A., Epstein, B.B., & Brosvic, G.M 2002, 'Immediate feedback assessment techniques promote learning and corrects inaccurate first responses', Psychological Record, vol. 52, no. 2, pp. 187-201.
French, J.C., Colbert, C.Y., Pien, L.C., Dannefer, E.F.& Taylor, C.A 2015, 'Targeted feedback in the milestones era: Utilization of the ask-tell-ask feedback model to promote reflection and self-assessment', Journal of Surgical Education, vol. 72, no. 6, pp. 274-279.
French, W. & Bell, C 1995, Organization development and transformation: Managing effective change, 5th edn, Prentice-Hall International, Englewood Cliffs, NJ.
Gill, L.J., Ramsey, P.L., & Leberman, S.I 2015, 'A systems approach to developing emotional intelligence using self-awareness engine of growth model', Systemic Practice and Action Research, vol. 28, no. 6, pp. 575-594.
Goodman, J., Wood, R.E., Hendrickx, M 2004, 'Feedback specificity, exploration and learning', The Journal of Applied Psychology, vol. 89, no. 2, pp. 242-246.
Hacker, C. A 2003, 'Maintaining Positive Relationships When Giving and Receiving Critical Feedback', Information Systems Management, vol. 20, no. 4, pp. 77-79.
Hall, M., Hanna, L., Quinn, S 2012, 'Pharmacy students’ views of faculty feedback on academic performance', American Journal of Pharmaceutical Education, vol. 76, no. 1, pp. 1-7.
Hattie, J., & Timperley, H 2007, 'The power of feedback', Review of Educational Research, vol. 77, no. 1, pp. 81-112.
Kislik, L 2007, 'Giving feedback', Multichannel Merchant, vol. 3, no. 9, pp. 64-65.
Knight, J 2016, Better conversations: Coach yourself and each other to be more credible, caring, and connected, Corwin, London: UK.
Kolb, D. A 1984, Experiential learning: Experience as the source of learning and development, Prentice-Hall, Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ.
Krznaric, R 2015, Empathy: Why it matters and how to get it, Penguin, New York, NY.
Locke, E.A 1996, 'Motivation through conscious goal setting', Applied and Preventive Psychology, vol. 5, no. 2, pp. 117-124.
Luft, J. & Ingham, H 1955, The JoHari window, a graphic model of interpersonal awareness. Proceedings of the western training laboratory in group development, University of California, Los Angeles, CA.
Manion, J 2016, 'The art of giving feedback', Journal of PeriAnesthesia Nursing, vol. 31, no. 2, pp. 175-179.
McKimm, J 2009, 'Giving effective feedback', British Journal of Hospital Medicine, vol. 70, no. 3, pp. 158-161.
Nair, K.K. & Naik, N.S 2010, 'The Johari Window profile of executives of a public sector undertaking', Management and Labour Studies, vol. 35, no. 2, pp. 137-48.
Norwich, K H 2010, 'Le Chatelier’s principle in sensation and perception: Fractal-like enfolding at different scales', Frontiers in Physiology, vol. 1, no. 17.
( (Links to an external site.).)
Parsloe, E., & Leedham, M 2009, Coaching and mentoring: Practical conversations to improve learning, Kogan Page, UK.
Pelgrim, E.A.M., Kramer, A.W.M., Mokkink, H.G.A., & Van der, C.P.M 2013, 'Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback: An observational study', Medical Teacher, vol. 35, no. 9, pp. 772-778.
Reiss, K 2009, Leadership coaching for educators, Hawker Brownlow Education, Victoria, Australia.
Robertson, J 2005, Coaching leadership: Building educational leadership capacity through coaching partnerships, New Zealand Council for Educational Research, Wellington, NZ.
Selfridge, R. & Sokolik, S 1975, 'A comprehensive view of organizational management', MSU Business Topics, vol. 23, no. 1, pp. 46-61.
South, B 2007, 'Combining mandala and the Johari Window: An exercise in self-awareness', Teaching and Learning in Nursing, vol. 2, no. 1, pp. 8-11.
Stone, D. & Heen, S 2014, Thanks for the feedback: The science and art of receiving feedback well, Corwin, Thousand Oaks, CA.
Taylor, D.C.M. & Hamdy, H 2013, 'Adult learning theories: Implications for learning and teaching in medical education:AMEE Guide No. 83', Medical Teacher, vol. 34, no. 11, pp. e1561-e1572.
Thomas, J. D. & Arnold, R. M 2011, 'Giving feedback', Journal of Palliative Medicine, vol. 14, no. 2, pp. 233-239.
Van Nieuwerburgh, C 2014, An introduction to coaching skills: A practical guide, SAGE, London, UK.
Watson, S 2003, 'Closing the feedback loop: Ensuring effective action from student feedback', Tertiary Education and Management, vol. 9, no. 2, pp. 145-150.
Whitmore, J 2009, Coaching for performance, 4th edn, Nicholas Brealey Publishing, London, UK.
Passmore, J. & Mortimer, L. (2014). Ethics in coaching. In G. Hernez-Broom & L.A. Boyce (Eds.), Advancing executive coaching: Setting the course for successful leadership coaching (pp. 205-228). San Francisco, CA: Jossey-Bass.

Student workload expectations

Activity Hours
Assessments 10.00
Directed Study 30.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Assessment 1 50 100 08 Oct 2021 (see note 1)

  1. The assessment for this minicourse is due 4 weeks after teaching concludes. Students have access to the learning platform for a total of 11 weeks.

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grade for the full course will be assigned on the basis of the aggregate of the weighted marks obtained for each mapped minicourse, once all assessments have been successfully undertaken.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Referencing in assignments must comply with the Harvard (AGPS) referencing system. This system should be used by students to format details of the information sources they have cited in their work. The Harvard (APGS) style to be used is defined by the USQ library’s referencing guide. This guide can be found at

Evaluation and benchmarking

internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. There are 4 minicourses at 0.25 credit point that map to 1 full course. To receive credit for this minicourse into the full course, students must successfully pass the assessment. Once all 4 mapped minicourses have been successfully completed, a credit into the full course applies.

Date printed 11 April 2021