At UNTHSC,  we are piloting 360 degree feedback & I have volunteered to be a recipient. I will be attending the CRLA-NADE Joint Symposium in CO in June, & will be glad to share my impressions at that time.
Peg Dansereau
Manager of Academic Support
UNT Health Science Center
Fort Worth, TX 76107

>>> Sandie Miller <[log in to unmask]> 04/11/00 03:57PM >>>
Has anyone ever looked at or used 360 Degree Feedback? It's anonymous, and
it gives feedback from levels above, below, and sideways (thus, the 360
degrees). It's definitely going out on a limb, but if the evaluation is
handled appropriately by a facilitator, it can really work. The trick is to
definitely use a trained facilitator in the final evaluations. The beauty
is that it gives very real feedback.

I must apologize in that I have never used it at work. We researched it in
my doctoral program. The book is written by Peter Ward and is entitled, 360
Degree Feedback.

Sandie Miller,
Director of Learning Assistance Centers & Support Services

At 03:41 PM 04/11/2000 -0400, you wrote:
>Hello all.  This posting is inspired by two comments from the listserv
>today: (1) Robin Wright's original question about getting feedback from
>tutors about program directors and her staff member's negative emotional
>response, and
>(2) Martha Maxwell's comment about evaluation being something for everyone
>from tutors up to supervisors and directors.
>I've copied both in their entirety at the end of this message.
>Robin's comment, in particular, sparks my interest:
>"I really feel I need to have a way to "monitor"--in a good way--what the
>program directors are doing so I can do my job.  I don't want to police, but
>do need to supervise.  The director who reacted so passionately is
>absolutely exemplary.  If she has that reaction, what can I expect from the
>How do we get the people we supervise to understand that evaluation is an
>opportunity to congratulate good work and to find areas which we can
>continue to develop.  Evaluation and supervision do not have to have
>punitive connotations.  Is it because we work in academia that people assume
>that evaluation means either you pass or fail?
>As a relatively new director of a reading and study skills program, I am
>interested in different/effective ways to evaluate, supervise, and
>professionally develop my staff.  I know that since most directors wear
>multiple hats, having many responsibilities beyond supervision, that
>sometimes it can be difficult to manage effectively.  I am curious as to the
>challenges and "positives" that other directors face in these three areas
>(Evaluation, Supervision, and Professional Development)and how do you learn
>to balance responsibilities, tasks, and supervision.
>I'd appreciate any thoughts or resources you have on this matter. Depending
>upon the response, I'll collect these thoughts and re-post a summary to the
>listserv in an anonymous format so that we can all benefit from the wisdom
>out there.
>Thanks for your input,
>Lisa C. D'Adamo-Weinstein
>Director, Reading & Study Skills Program
>Center for Enhanced Performance
>6313 Washington Hall
>United States Military Academy
>West Point, NY 10996
>phone 914-938-7815
>fax 914-938-2481
>[log in to unmask]
>"Teachers are those who use themselves as bridges, over which they invite
>their students to cross; then having facilitated their crossing, joyfully
>collapse, encouraging them to create bridges of their own."
>Nikos Kazantzakis
>-----Original Message-----
>From: Martha Maxwell [mailto:[log in to unmask]]
>Sent: Tuesday, April 11, 2000 2:14 PM
>To: [log in to unmask]
>Subject: Tutor feedback
>Evluation  should be an integral part of all tutoring programs and is often
>considered the most valuable service for tutors.  Beut supervisors and
>directors need to be evaluated too -  it's not just something for trainees.
>You'll find a number of different formsthat can be adapted to evaluate
>tutor supervisors ,plus suggestiosn for case studies and testimonials that
>can be used for supervisors om:  M. Maxwell's "Evaluating Peer Tutoring
>wrte MM, 76265.2466  for information.
>Robin Wright's Original Posting
>-----Original Message-----
>From: Robin Wright [mailto:[log in to unmask]]
>Sent: Tuesday, April 11, 2000 11:57 AM
>To: [log in to unmask]
>Subject: Tutor feedback
>I could use some advice.  I am the director of a center with four
>program directors.  We have math, writing, content studies, and SI
>programs.  I have only been here a year, but I realize that I could
>really use feedback from our tutors about the program directors.  I
>have no way of really knowing what kind of training and supervising
>advice to give the directors because there is no system in place for
>feedback.  My door is always open, but tutors are not going to
>come to me to discuss their job--unless there is a real problem. I
>would like to have both positive and negative feedback from the
>tutors.  Since I teach and use student evaluations to help me
>improve (I hope) my teaching, I thought I would make up similar
>evaluation forms for the tutors to fill out on the center, including
>questions about their program director's effectiveness.
>        Now for the reason I need advice:  I mentioned this to my
>most productive program director--the one who goes above and
>beyond every week--and she was violently opposed to the idea.
>She said that it was "policing" and "put tutors in opposition to
>directors." She got upset enough to cry!  I was taken by surprise
>and didn't know quite how to respond.  I will have two new program
>directors in the fall and I have been given some responsibilities that
>will make me less accessible to tutors and clients. I really feel I
>need to have a way to "monitor"--in a good way--what the program
>directors are doing so I can do my job.  I don't want to police, but I
>do need to supervise.  The director who reacted so passionately is
>absolutely exemplary.  If she has that reaction, what can I expect
>from the others?
>Do any of you have feedback forms or any type of "evaluation" (for
>lack of a better word--I was told that that word is *offensive*) of your
>coordinators or directors?  Do your tutors "evaluate" their training or
>their supervisor?  I currently run the SI program (but that will
>change in the fall) and I WANT feedback. However, if this director's
>response is any indication of the reaction I will get from the others,
>I could be in for a fight.
>Could those of you who have some type of program evaluations by
>tutors contact me off-list and let me know what you do? share your
>forms? or tell me what you did if you had opposition when you first
>implemented such a thing?  I'm still reeling. Our tutors are
>evaluated by the clients--so is the desk staff. It seems like such a
>no-brainer to me to have the tutors evaluate us--I love getting my
>student evaluations each semester and often modify my approach
>because of them. I see the process as a very positive thing. I don't
>approach my job as "policing" at all and see our operation as a
>family unit.  I just want to be able to stay in touch with the tutors'
>needs and get their advice.  As I told the director who got so upset--
>no one is perfect--we need to be able to change our training, etc. to
>fit the  ever-changing needs of the tutors.  She said she would
>resent the idea that she should do something different just because
>some tutors didn't like something.  I told her I wouldn't expect any
>of them to do that--but--gee whiz--my tutors are more creative than
>I am!  I'd like to have their ideas--even if it comes across as a
>complaint! And if there are any real problems or deficiencies, I
>would like to address them in the early stages.
>Anyway, sorry about the long post. I'm still a little stunned. Thank
>you in advance for your help.
>"The man who never alters his opinion is like standing
>water, & breeds reptiles of the mind."
>                             --William Blake
>Robin Redmon Wright
>Director of the Academic Assistance and Resource Ctr.
>Stephen F. Austin State University
"The illiterate of the year 2000 will not be the individual who cannot read
and write, but the one who cannot learn, unlearn and relearn."
                Alvin Toffler