I like..I wish..I wonder

by X | @rali2100 - Linkedin|R Ali

Created 2023-11-09

"I Like, I Wish, I Wonder" is a simple but powerful tool for gathering feedback and fostering open communication. 

"I Like, I Wish, I Wonder" is useful because it provides a structured and positive way to give and receive feedback. It is also a great way to generate new ideas and foster creativity.

It is a three-step process:

1. I Like: Share what you liked about the experience, idea, or product. This is a chance to be positive and appreciative.

2. I Wish: Share what you would have liked to see done differently or improved. This is a chance to be constructive and offer suggestions.

3. I Wonder: Ask questions about what you don't understand or what you'd like to learn more about. This is a chance to be curious and explore new ideas.

Benefits

• It encourages open and honest communication.

• It helps to identify areas for improvement.

• It highlights what is working well.

• It fosters a culture of collaboration and innovation.

• It is a simple and easy-to-use approach.

Risks

One potential risk of using "I Like, I Wish, I Wonder" is that it can be difficult to give constructive feedback without sounding negative. However, this can be mitigated by using "I" statements and focusing on specific behaviours or outcomes.

How to use it in medical education

• Get feedback on student presentations.

• Gather feedback on new teaching methods.

• Generate ideas for new research projects.

• Evaluate the performance of medical students or residents.

Variations to add 

I noticed...

I learnt...

How to use “I like, I wish, I wonder”?

Prepare: Before giving or receiving feedback, make sure you have a clear goal and purpose, and that you are in a positive and receptive state of mind. Also, make sure you have a suitable time and space, and that you have the consent and agreement of the other party.

Present: When giving feedback, use “I-statements” to express your own perspective, rather than putting it on the other person. Start with “I like” to highlight the positive aspects, then use “I wish” to suggest the areas for improvement, and finally use “I wonder” to ask questions or offer ideas. Be specific, honest, and respectful. When receiving feedback, listen carefully and attentively, and thank the person for their feedback. Do not interrupt, argue, or defend yourself. You can ask for clarifications or further discussions later.

Process: After giving or receiving feedback, reflect on what you learned, and how you can use it to improve your work or performance. Identify the key points, the action steps, and the follow-up plans. Synthesize the feedback and document it for future reference.

Examples from medical education

Let’s say you are a medical student who has just completed a clinical simulation with a team of peers and a facilitator. You want to give and receive feedback on your performance and learning. Here is how you can use “I like, I wish, I wonder”:

I like: You can say something like “I like how we communicated effectively with the patient and each other, and how we followed the protocol and procedures correctly.”

I wish: You can say something like “I wish we had been more confident and decisive in our diagnosis and treatment, and that we had checked for potential complications or risks more thoroughly.”

I wonder: You can say something like “I wonder how we could have handled the situation differently if the patient had been more resistant or uncooperative, or if we had encountered some technical difficulties or emergencies.”

The I Like, I Wish, I Wonder framework is closely related to the design thinking process. 

Both frameworks are focused on gathering feedback, generating new ideas, and fostering innovation.

In design thinking, the I Like, I Wish, I Wonder framework is often used in the empathy and ideate stages. During the empathy stage, designers use the framework to gather feedback from users and stakeholders to understand their needs, wants, and pain points. During the ideate stage, designers use the framework to generate new ideas for products, services, or experiences that will meet the needs of their users and stakeholders.

Here are some specific examples of how the I Like, I Wish, I Wonder framework can be used in design thinking:

• Empathy stage: A designer might use the I Like, I Wish, I Wonder framework to gather feedback from users on a new product prototype. The designer could ask users to share what they like about the prototype, what they wish was different, and what questions they have.

• Ideate stage: A designer might use the I Like, I Wish, I Wonder framework to generate new ideas for features or improvements to a product or service. The designer could start by brainstorming a list of "I Like" statements about the current product or service. Then, the designer could convert each "I Like" statement into an "I Wish" statement by identifying areas for improvement. Finally, the designer could convert each "I Wish" statement into an "I Wonder" statement to generate new ideas.

Explainers & Related areas

How I Like, I Wish, I Wonder operates like Mad Libs

Mad Libs is a word game where one player prompts another to fill in blanks in a story with random words. The I Like, I Wish, I Wonder framework is similar in that it prompts people to fill in blanks with their own thoughts and feelings.

Related educational theories

• Constructivism: Constructivism is a theory of learning that emphasizes the importance of active construction of knowledge by the learner. Mad Libs requires learners to actively construct their own stories by filling in the blanks with their own words and ideas.

• Scaffolding: Scaffolding is a teaching strategy that provides learners with temporary support to help them complete tasks that they would not be able to complete on their own. Mad Libs provides learners with scaffolding by providing them with a story template and a set of prompts.

• Zone of proximal development: The zone of proximal development (ZPD) is the range of tasks that a learner can complete with assistance from a more knowledgeable person. Mad Libs can be used to support learners in the ZPD by providing them with the right amount of assistance to complete the task.

• Creativity: Creativity is the ability to generate new ideas and solutions. Mad Libs encourages creativity by requiring learners to think outside the box and come up with new and interesting stories.

I-statements are useful for a variety of reasons, including:

• They encourage open and honest communication. I-statements allow people to express their feelings and needs without blaming or accusing others. This can lead to more productive and meaningful conversations.

• They help to reduce defensiveness. When people feel blamed or attacked, they are more likely to become defensive and shut down. I-statements can help to avoid this by focusing on the speaker's own feelings and needs.

• They can help to build trust and rapport. I-statements show that the speaker is willing to be open and honest about their own thoughts and feelings. This can help to build trust and rapport with others.

• They can help to resolve conflict. When people are able to communicate their needs and feelings in a clear and respectful way, it can help to resolve conflict. I-statements can help people to do this by focusing on the present situation and avoiding personal attacks.

• CQC have adopted i-statement for quality assessments. See reference. 

Examples 

Instead of saying: "You're always late!" you could say "I feel frustrated when you're late because it makes me feel like my time isn't important."

Instead of saying: "You're not working hard enough on this project!" you could say "I'm concerned about the progress we're making on this project. I'm wondering if there's anything I can do to help."

Instead of saying: "You never listen to me!" you could say "I feel hurt when you don't listen to me. I need to feel like you're interested in what I have to say."

I-statements can be used in a variety of settings, including personal relationships, work, and school. They are a simple but effective way to communicate your thoughts and feelings in a clear and respectful way.

Metaphors for I-statements

I-statements are like windows. They allow you to see into the speaker's world and understand their thoughts and feelings.

I-statements are like mirrors. They reflect back to the listener what the speaker is feeling and experiencing.

I-statements are like bridges. They build connections and understanding between people.

I-statements are like keys. They unlock the door to open and honest communication.

I-statements are like medicine. They can help to heal conflict and repair relationships.

Framing questions by asking "how" not just "why"

Design thinking should foster a culture of inquiry and problem-solving. Knowing-doing gap  

References

Cezary Gesikowski (2023). Harnessing AI in Design Thinking: The Power of ‘I Like, I Wish, I Wonder’ Enhanced with ChatGPT. [online] Medium. Available at: https://bootcamp.uxdesign.cc/harnessing-ai-in-design-thinking-the-power-of-i-like-i-wish-i-wonder-enhanced-with-chatgpt-71b0d96cc732  [Accessed 9 Nov. 2023].

Crowe, B., Gaulton, J.S., Minor, N., Asch, D.A., Eyet, J., Rainosek, E., Flint, K., Joo, J.H., Chambers, C., Bright, S.L., Yang, J., Beyt, G., Pierce, R. and Moses, J. (2021). To improve quality, leverage design. _BMJ Quality & Safety_, [online] 31(1), pp.70–74. doi:https://doi.org/10.1136/bmjqs-2021-013605. 

Cqc.org.uk. (2023). I statements - Care Quality Commission. [online] Available at: https://www.cqc.org.uk/assessment/i-statements  [Accessed 16 Nov. 2023].

‌Ideo.com. (2018). _Build Your Creative Confidence: I Like, I Wish_. [online] Available at: https://www.ideo.com/journal/build-your-creative-confidence-i-like-i-wish  [Accessed 9 Nov. 2023]. 

HI Toolbox. (2023). _I Like | I Wish | I Wonder_. [online] Available at: https://toolbox.hyperisland.com/i-like-i-wish-i-wonder  [Accessed 9 Nov. 2023].

‌Rogers, S.L., Howieson, J. and Neame, C. (2018). I understand you feel that way, but I feel this way: the benefits of I-language and communicating perspective during conflict. _PeerJ_, [online] 6, pp.e4831–e4831. doi:https://doi.org/10.7717/peerj.4831. 

Thinklocalactpersonal.org.uk. (2018). Making it Real - Think Local Act Personal. [online] Available at: https://www.thinklocalactpersonal.org.uk/makingitreal/  [Accessed 16 Nov. 2023].

‌