Lesson 6 Giving Performance Feedback


Published on

Published in: Technology, Business
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Lesson 6 Giving Performance Feedback

  1. 1. Lesson 6 Giving Performance Feedback
  2. 2. Lesson Objectives <ul><li>After completing this lesson you will be able to: </li></ul><ul><li>Describe how feedback can drive performance. </li></ul><ul><li>List the types of acceptable content to include in feedback. </li></ul><ul><li>Discuss guidelines for giving oral and written feedback. </li></ul><ul><li>Describe the components of well-written self-assessments and evaluations. </li></ul>
  3. 3. Feedback Matters <ul><li>Work in small groups. </li></ul><ul><li>Talk about the Discussion Questions for this slide, which are in your Participant Guides. </li></ul><ul><li>Discuss how you would answer the question in the column to the right. </li></ul><ul><li>Share your answer with the class. </li></ul><ul><li>How does feedback drive performance? </li></ul>ACTIVITY
  4. 4. Feedback Aims & Opportunities <ul><li>Feedback aims </li></ul><ul><li>To reinforce positive behavior </li></ul><ul><li>To acknowledge contributions and accomplishments </li></ul><ul><li>To anticipate difficulties </li></ul><ul><li>To remedy shortfalls </li></ul><ul><li>Feedback opportunities </li></ul><ul><li>In the moment </li></ul><ul><ul><li>For instance … </li></ul></ul><ul><ul><li>When answering a question </li></ul></ul><ul><ul><li>When things go well (or not) </li></ul></ul><ul><li>On a schedule </li></ul><ul><ul><li>For instance … </li></ul></ul><ul><ul><li>Following completion of a project or task </li></ul></ul><ul><ul><li>During required Performance Conversations </li></ul></ul>
  5. 5. Giving Feedback <ul><li>When giving feedback both verbally or in writing: </li></ul><ul><ul><li>Be specific. </li></ul></ul><ul><ul><li>Be descriptive. </li></ul></ul><ul><ul><li>Define the expectations. </li></ul></ul><ul><ul><li>Focus on results. </li></ul></ul><ul><ul><li>Use judgment in appropriate timing and setting. </li></ul></ul><ul><ul><li>Anticipate how the other person will receive your message. </li></ul></ul>DISCUSSION
  6. 6. Focus on Behavior (1 of 2) <ul><li>EXAMPLE 1 </li></ul><ul><li>Sara got angry as I explained how I’d changed the system. </li></ul><ul><li>EXAMPLE 2 </li></ul><ul><li>Sue is a person I can count on. She has what it takes to go far in our organization. </li></ul>EXAMPLE 3 Shirley doesn’t take her work seriously. Behavior Attitude Behavior Attitude Behavior Attitude
  7. 7. Focus on Behavior (2 of 2) <ul><li>EXAMPLE 4 </li></ul><ul><li>John thinks his ideas are the best and should be implemented across the organization. </li></ul><ul><li>EXAMPLE 5 </li></ul><ul><li>Jason hasn’t been delegating routine work, and that has caused him to miss two deadlines. </li></ul>EXAMPLE 6 Jim’s lack of interest in his job is apparent and it’s rubbing off on others who used to be more loyal. Behavior Attitude Behavior Attitude Behavior Attitude
  8. 8. Performance, Behavior, and Attitude The accomplishment of work assignments or responsibilities and the contributions to achieving organizational goals, including an employee’s behavior and professional demeanor (actions, attitude , manner of performance) as demonstrated by his or her approach to completing work assignments. NSPS defines performance as …
  9. 9. Giving Feedback: Video <ul><li>Would you describe the feedback given by LTC Martinez as behavior-based or attitude based? </li></ul><ul><li>Is it specific, descriptive, and supportive? </li></ul><ul><li>Can it be improved? How? </li></ul>Video: Giving Feedback
  10. 10. Self-Assessment Checklist <ul><li>Highlight your most significant achievements. </li></ul><ul><li>Do the accomplishments </li></ul><ul><ul><li>Match the stated objectives? </li></ul></ul><ul><ul><li>Include references to the appropriate Performance Indicators? </li></ul></ul><ul><ul><li>Reflect the selected Contributing Factors? </li></ul></ul><ul><li>Make the connection between WHAT you did and WHY that helps your organization. </li></ul><ul><li>Note challenges you faced and how you fared. </li></ul><ul><li>Include any additional accomplishments. </li></ul>
  11. 11. Guidelines for Writing Evaluations <ul><li>Follow the STAR: </li></ul><ul><li>S ituation </li></ul><ul><li>T ask </li></ul><ul><li>A ction </li></ul><ul><li>R esult </li></ul>
  12. 12. Exercise: Writing Evaluations <ul><li>Step 1: Review the Employee Profile including Job Objectives and selected Contributing Factors. </li></ul><ul><li>Step 2: Determine the appropriate Performance Indicators. </li></ul><ul><li>Step 3: Review the end-of-cycle employee self-assessment. </li></ul><ul><li>Step 4: Use the language of the Job Objectives, Performance Indicators, Contributing Factors and employee self-assessment to write the rating official’s assessment. </li></ul>ACTIVITY
  13. 13. Lesson Review <ul><li>Feedback matters. Effective feedback acknowledges and anticipates, reinforces and redirects performance. </li></ul><ul><li>Feedback should be ongoing. Opportunities for giving feedback surface throughout the performance cycle. </li></ul><ul><li>Effective feedback describes behavior, not attitude. When attitude becomes behavior, feedback is appropriate. </li></ul><ul><li>Self-Assessments provide managers/supervisors with additional support to write an effective evaluation for you. </li></ul><ul><li>Evaluations provide feedback to employees and information to the pay pool panel. </li></ul>
  14. 14. Questions