The 3B Model [providing feedback on a specific task]

When to use:

• The 3B technique is suitable for providing feedback on the performance of a specific task or activity by the mentee. 

Props: 

• Paper  
• Colored pens/markers  
• Virtual board, in case of remote work (e.g. Miro, Mural)  

Instructions: 

Step 1  

1. Precisely define the subject of the feedback.  
2. Spread out on the desk (or floor or virtual board) paper with the following labels:  
   ERROR-FREE  
   MISSING  
   ERROR  
3. Encourage the mentee to stand by the ERROR-FREE paper.  
   If you are working online, you can ask the mentee to spread the papers on the floor and only record the results on the online board. 
   If the mentee cannot spread out the papers on the floor, they can spread them out on the desk and find something in their surroundings that will symbolize the mentee (it can be a mug, pen, or candle) and place it next to the ERROR-FREE paper.  
4. Ask the mentee the following questions:  
   What did you do error-free?  
   What did you do well regarding the criteria set for this task?  
   What would you repeat if you had to do the same task again?  
5. The mentee records their answers (analog or online).  
6. Encourage the mentee to move on to the following paper with the label MISSING.  
   The same rules apply as in steps 3a and b.  
7. Ask the mentee the following questions: 
   What didn't you do?  
   >What did you forget about?  
   What did you overlook?  
8. Have the mentee record their responses (either on paper or online). 
9. Encourage the mentee to move to the next card with the label "INCORRECTLY".  
   The same procedure as in points 3a and 3b applies here.  
10. Ask the mentee the following questions:  
    Where did you make mistakes?
    What did you do incorrectly?  
    What would you do differently if you had to do the same task again 
11. Have the mentee record their responses (either on paper or online). 

Step 2 

Ask if you can summarize what you have learned from this exercise so far. The summary should be short and remember to maintain the order of the exercise. 

Step 3 

1. Place cards with the following labels on the desk (or floor or virtual board): 
   CONCLUSIONS FROM ERRORS 
   CONCLUSIONS FROM ABSENCES 
   CONCLUSIONS FROM ACCURACY 
2. CONCLUSIONS FROM ERRORS: Ask the mentee the following questions: 
   What needs to be improved?
   What should be done differently?
   What should not be done?
   How can mistakes be avoided next time?
   The mentee should record their answers (analog or online).
3. CONCLUSIONS FROM ABSENCES: Ask the mentee the following questions: 
   What could have been done? 
   What could have been included in your actions? 
   What else should be taken into consideration? 
   What do you need to remember next time?  
   The mentee should record their answers (analog or online). 
4. CONCLUSIONS FROM ACCURACY: Ask the mentee the following questions: 
   What should be continued/maintained?
   Which actions were effective?
   What contributed to your accuracy?
   What did you do incorrectly?
   What would you do differently if you had to perform the same task again?
   The mentee should record their answers (analog or online).

Step 4 

Ask the mentee to summarize the entire exercise. 

Helpful questions for this step might include: 

• What did you learn? 
• What did you learn about yourself? 
• What did you discover? 
• What conclusions did you reach? 
• What thoughts do you have? 
• What was the most challenging aspect of this task for you? 
• What was the most valuable/least valuable part for you? 

Step 5 

Briefly summarize and highlight the three most essential aspects arising from steps 4, 5, and 6. 

Based on: "Mentoring. Toolkit." Maciej Bennewicz, Anna Prelewicz 

As a mentor, we encourage you to encourage your mentee to work in a physical space. Laying out cards on the floor and physically moving the mentee to different locations can often be a powerful tool in mentoring (and coaching) work.