Personality assessment feedback (evidence)

In this session, you will learn about the importance of gathering corroborative evidence during feedback sessions, focusing on obtaining specific recent examples of behaviour from respondents. Dr Tyler explains the difference between surface-level agreement and meaningful evidence, introduces the STAR method for structuring responses, and highlights the need for excellent note-taking to ensure high-quality final reports. The session also covers how to structure and summarise feedback while maintaining confidentiality and professionalism.

After this talk, you will:

• Understand the importance of gathering corroborative evidence during a feedback session.

• Know the difference between simple agreement, discussion of tendencies, and specific behavioural examples (levels 1, 2, and 3).

• Recognise that only level 3 evidence—specific, recent behavioural examples—counts as valid corroborative evidence.

• Be able to use the STAR approach (Situation, Task, Action, Result) to collect level 3 evidence effectively.

• Know how to prompt respondents to provide specific examples, rather than general or vague answers.

• Be aware of the need to record excellent notes during feedback to complete a strong final report.

• Understand how to structure your session and feedback notes, including grouping relevant information before the session and completing evidence during the session.

• Be able to handle situations where respondents say "we" instead of "I", by probing for individual contributions.

• Recognise the importance of developmental advice and summary at the end of each feedback section.

• Understand the steps to conclude a feedback session, including assuring confidentiality and outlining next steps.

• See how the whole process connects to writing up an integrated report in the next module.