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Feedback The Art And Science


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Methods of giving feedback

Methods of giving feedback

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  • 1. The Art of Giving Feedback Illustration by Krishna Kumar T
  • 2. “ God grant me the serenity to accept the things I cannot change, the courage to change the things I can, And the wisdom to know the difference”
  • 3. Constructive Feedback Positive Developmental Constructive feedback improves Interpersonal relationships Feedback must be honest , based on facts , observable behaviour Honesty promotes TRUST amongst groups Feedbacks are results of perceptions. Before giving the Feedback one needs to prepare. This helps to bring Adult to Adult conversation.
  • 4. Steps for Preparation
    • Set SMART GOALS & Document
      • This is done at the beginning of an assignment / year.
      • This brings clarity & acceptance from the recipient too
      • In case of changes – important to document the changes
    • The Research work : Few Questions to be addressed are
      • What Happened?
      • What were the expectations?
      • Why are we providing feedback?
  • 5. What Happened?
    • The challenge is to LISTEN rather than getting judgmental about WHAT the recipient is saying or HOW they are saying it.
    • The focus therefore is on the “INTENT” rather than “STYLE”
  • 6. What were the Expectations?
    • Revisit the Goals
    • Helps to Bridge the Gaps
    • Highlights areas of Improvement
    • Helps to build on Strengths & prior success
    “ Accentuate the POSITIVE” - The WHALE DONE approach
  • 7. Why are we providing feedback?
    • Must be done with utmost care & must not appear Casual
    • Done to ensure continuous improvement in the performance
    • Help to motivate & strengthen the Positives
    • Learning from past mistakes or failures and see the impact on the organization.
    • Opportunity to work out actionables for future
  • 8. Two dimensions to feedback Challenge Support
  • 9. Two dimensions to feedback High Challenge High support Low support Low Challenge “ Good, carry on, seems to be working ”
  • 10. Two dimensions to feedback High Challenge High Support Low Support Low Challenge In passing, Unspecific, Dismissive
  • 11. Two dimensions to feedback High Challenge High Support Low Support Low Challenge “ That was great, you’re obviously trying hard ”
  • 12. Two dimensions to feedback High Challenge High Support Low Support Low Challenge Patronising, General, Safe
  • 13. Two dimensions to feedback High Challenge High support Low support Low Challenge “ Well that could have been done better – why did you not focus more, early on..?”
  • 14. Two dimensions to feedback High Challenge High support Low support Low Challenge Critical, Induces defensiveness, Paralysing
  • 15. Two dimensions to feedback High Challenge High support Low support Low Challenge “ A good effort. I could see how you were drawing the feelings out – I wonder if you got to the crux of the matter…?”
  • 16. Two dimensions to feedback High Challenge High Support Low Support Low Challenge Focused, Attentive, Threatening?
  • 17. A selection of some tools
    • Tool 1: Pendleton’s ‘Rules’
    • Tool 2: Non-judgemental feedback
    • Tool 3: Observation versus deduction
    • Tool 4: Pi
    • Tool 5: SET GO
    • Tool 6: Unacceptable behaviour
  • 18. Pendleton’s ‘Rules’ (Pendleton D, Schofield T, Tate P, Havelock P. The New Consultation. Oxford University, 2004.)
    • The recipient first performs the activity
    • Questions then allowed only on points of clarification
    • The recipient then says what they thought was done well
    • The Manager/Lead then says what they thought was done well
    • The recipient then says what was not done so well, and could be improved upon
    • The manager/lead then says what was not done so well and suggests ways for improvements, with discussion in a helpful and constructive manner
  • 19. Non-Judgemental Feedback
    • Evaluative/Judgemental
    • The beginning was awful, you just seemed to ignore him/her.
    • The beginning was excellent - great stuff!!
    • Descriptive
    • At the beginning you were looking at the notes, which prevented eye contact.
    • At the beginning you gave him/her your full attention and never lost eye contact – your facial expression registered your interest in what he/she was saying.
  • 20. Observation versus Deduction
      • Separate behaviour and interpretation
      • Make interpretations tentative
      • E.g.
      • I noticed at this stage that you moved more in your seat, and your face became red, I wondered if you might be embarrassed?
    • I saw you look at your watch and thought you might be bored
    • I saw him talking with his hand over his mouth and wondered if
    • he was lying
  • 21. Pi (  ) – Point / Illustration
      • Make sure the recipient knows what you’re talking about!
      • Along with a feedback point, give an example
    • P oint
    • I llustration
  • 22. Point / Illustration
    • Point
    • “ I’d like you to use more open questions at the beginning of the discussion.”
    • Illustration
    • “ Why not ask the customer at the beginning ‘How can I help?’”
  • 23. SET-GO (Silverman et al.)
    • What I S aw
    • What E lse did you see?
    • What does the recipient T hink?
    • What G oal are we trying to achieve?
    • Any O ffers on how we should get there?
    SET GO
  • 24. Unacceptable Behaviour (8 Useful Tips)
    • 1. Check if person is OK before you start
    • 2. Use a wake-up, warning phrase:
      • “ There’s something very serious I have to say”
    • 3. Say, very simply, what is not right
    • 4. Give an example as appropriate
    • 5. Relax the tone to allow for a positive response
        • usually an offer to improve ensues
  • 25.
    • 6. Respond to offer positively
        • but define specific, measurable outcomes
    • 7. Do not be drawn into discussion on:
      • justification of behaviour
      • your right to judge
    • 8. Separate behaviour and person
      • Most of us take criticism better if it is not personal.
        • “ Maybe what I did was not good – but it doesn’t mean I’m no good.”
        • Make sure that the recipient can see this distinction too.
    Unacceptable Behaviour
  • 26. Feedback Must Be……
    • Factual
    • Clear & Direct
    • Specific
    • Timely
    • Understood & Accepted
  • 27. Making Changes What’s easy and what’s not Difficult Easy Job Skills Time & Work Management Knowledge Attitude Habits Personality Characteristics Source: Harvard Business Review
  • 28. Consequences of Poor or No Feedback……………….
    • Poor performance is repeated
    • Quality goes down
    • Associates don’t improve and learn
    • Associates may become anxious and uncertain
    • Managers lose credibility
    • Productivity goes down
    • Star performers become discouraged
  • 29. Some complaints about Feedback…
    • Not enough feedback
    • Too much feedback
    • Too much negative feedback, not enough positive
    • Unfair feedback (jumps to conclusions)
    • Vague feedback (a look, a comment like “why did you do it that way?”)
    • Too hurried or rushed
    • Feedback too long after the event (happened months ago)
  • 30. Write in at Hope you find this useful & easy to read