The Art of Giving Feedback Illustration by Krishna Kumar T
“ God grant me the serenity to accept the things I cannot change, the courage to change the things I can, And the wisdom t...
Constructive Feedback  Positive  Developmental Constructive  feedback improves Interpersonal relationships  Feedback must ...
Steps for Preparation <ul><li>Set SMART GOALS & Document </li></ul><ul><ul><li>This is done at the beginning of an assignm...
What Happened? <ul><li>The challenge is to  LISTEN  rather than getting judgmental about WHAT the recipient is saying or H...
What were the Expectations? <ul><li>Revisit the Goals  </li></ul><ul><li>Helps to Bridge the Gaps </li></ul><ul><li>Highli...
Why are we providing feedback? <ul><li>Must be done with utmost care & must not appear Casual </li></ul><ul><li>Done to en...
Two dimensions to feedback Challenge Support
Two dimensions to feedback High Challenge High support Low support Low Challenge “ Good, carry on, seems to be  working ”
Two dimensions to feedback High Challenge High Support Low Support Low Challenge In passing, Unspecific, Dismissive
Two dimensions to feedback High Challenge High Support Low Support Low Challenge “ That was  great, you’re  obviously  try...
Two dimensions to feedback High Challenge High Support Low Support Low Challenge Patronising, General, Safe
Two dimensions to feedback High Challenge High support Low support Low Challenge “ Well that could  have been done better ...
Two dimensions to feedback High Challenge High support Low support Low Challenge Critical, Induces defensiveness, Paralysing
Two dimensions to feedback High Challenge High support Low support Low Challenge “ A good effort. I could see how you were...
Two dimensions to feedback High Challenge High Support Low Support Low Challenge Focused, Attentive, Threatening?
A selection of some tools <ul><li>Tool 1: Pendleton’s ‘Rules’ </li></ul><ul><li>Tool 2: Non-judgemental feedback </li></ul...
Pendleton’s ‘Rules’ (Pendleton D, Schofield T, Tate P, Havelock P. The New Consultation. Oxford University, 2004.) <ul><li...
Non-Judgemental Feedback <ul><li>Evaluative/Judgemental </li></ul><ul><li>The beginning was awful, you just seemed to igno...
Observation versus Deduction <ul><ul><li>Separate behaviour and interpretation </li></ul></ul><ul><ul><li>Make interpretat...
Pi (  ) – Point / Illustration <ul><ul><li>Make sure the recipient knows what you’re talking about! </li></ul></ul><ul><u...
Point / Illustration <ul><li>Point </li></ul><ul><li>“ I’d like you to use more open questions at the beginning of the dis...
SET-GO  (Silverman et al.) <ul><li>What I  S aw </li></ul><ul><li>What  E lse did you see?  </li></ul><ul><li>What does th...
Unacceptable Behaviour (8 Useful Tips) <ul><li>1. Check if person is OK before you start </li></ul><ul><li>2. Use a wake-u...
<ul><li>6. Respond to offer positively  </li></ul><ul><ul><ul><li>but define specific, measurable outcomes </li></ul></ul>...
Feedback Must Be…… <ul><li>Factual </li></ul><ul><li>Clear & Direct </li></ul><ul><li>Specific </li></ul><ul><li>Timely </...
Making Changes  What’s easy and what’s not Difficult Easy Job Skills Time & Work Management Knowledge Attitude Habits Pers...
Consequences of Poor  or  No Feedback………………. <ul><li>Poor performance is repeated </li></ul><ul><li>Quality goes down </li...
Some complaints about Feedback… <ul><li>Not enough feedback </li></ul><ul><li>Too much feedback </li></ul><ul><li>Too much...
Write in at contactiexpert@gmail.com Hope you find this useful &  easy to read
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Feedback The Art And Science

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Methods of giving feedback

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Feedback The Art And Science

  1. 1. The Art of Giving Feedback Illustration by Krishna Kumar T
  2. 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. 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. 4. Steps for Preparation <ul><li>Set SMART GOALS & Document </li></ul><ul><ul><li>This is done at the beginning of an assignment / year. </li></ul></ul><ul><ul><li>This brings clarity & acceptance from the recipient too </li></ul></ul><ul><ul><li>In case of changes – important to document the changes </li></ul></ul><ul><li>The Research work : Few Questions to be addressed are </li></ul><ul><ul><li>What Happened? </li></ul></ul><ul><ul><li>What were the expectations? </li></ul></ul><ul><ul><li>Why are we providing feedback? </li></ul></ul>STEP I STEP II
  5. 5. What Happened? <ul><li>The challenge is to LISTEN rather than getting judgmental about WHAT the recipient is saying or HOW they are saying it. </li></ul><ul><li>The focus therefore is on the “INTENT” rather than “STYLE” </li></ul>
  6. 6. What were the Expectations? <ul><li>Revisit the Goals </li></ul><ul><li>Helps to Bridge the Gaps </li></ul><ul><li>Highlights areas of Improvement </li></ul><ul><li>Helps to build on Strengths & prior success </li></ul>“ Accentuate the POSITIVE” - The WHALE DONE approach
  7. 7. Why are we providing feedback? <ul><li>Must be done with utmost care & must not appear Casual </li></ul><ul><li>Done to ensure continuous improvement in the performance </li></ul><ul><li>Help to motivate & strengthen the Positives </li></ul><ul><li>Learning from past mistakes or failures and see the impact on the organization. </li></ul><ul><li>Opportunity to work out actionables for future </li></ul>
  8. 8. Two dimensions to feedback Challenge Support
  9. 9. Two dimensions to feedback High Challenge High support Low support Low Challenge “ Good, carry on, seems to be working ”
  10. 10. Two dimensions to feedback High Challenge High Support Low Support Low Challenge In passing, Unspecific, Dismissive
  11. 11. Two dimensions to feedback High Challenge High Support Low Support Low Challenge “ That was great, you’re obviously trying hard ”
  12. 12. Two dimensions to feedback High Challenge High Support Low Support Low Challenge Patronising, General, Safe
  13. 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. 14. Two dimensions to feedback High Challenge High support Low support Low Challenge Critical, Induces defensiveness, Paralysing
  15. 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. 16. Two dimensions to feedback High Challenge High Support Low Support Low Challenge Focused, Attentive, Threatening?
  17. 17. A selection of some tools <ul><li>Tool 1: Pendleton’s ‘Rules’ </li></ul><ul><li>Tool 2: Non-judgemental feedback </li></ul><ul><li>Tool 3: Observation versus deduction </li></ul><ul><li>Tool 4: Pi </li></ul><ul><li>Tool 5: SET GO </li></ul><ul><li>Tool 6: Unacceptable behaviour </li></ul>
  18. 18. Pendleton’s ‘Rules’ (Pendleton D, Schofield T, Tate P, Havelock P. The New Consultation. Oxford University, 2004.) <ul><li>The recipient first performs the activity </li></ul><ul><li>Questions then allowed only on points of clarification </li></ul><ul><li>The recipient then says what they thought was done well </li></ul><ul><li>The Manager/Lead then says what they thought was done well </li></ul><ul><li>The recipient then says what was not done so well, and could be improved upon </li></ul><ul><li>The manager/lead then says what was not done so well and suggests ways for improvements, with discussion in a helpful and constructive manner </li></ul>
  19. 19. Non-Judgemental Feedback <ul><li>Evaluative/Judgemental </li></ul><ul><li>The beginning was awful, you just seemed to ignore him/her. </li></ul><ul><li>The beginning was excellent - great stuff!! </li></ul><ul><li>Descriptive </li></ul><ul><li>At the beginning you were looking at the notes, which prevented eye contact. </li></ul><ul><li>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. </li></ul>
  20. 20. Observation versus Deduction <ul><ul><li>Separate behaviour and interpretation </li></ul></ul><ul><ul><li>Make interpretations tentative </li></ul></ul><ul><ul><li>E.g. </li></ul></ul><ul><ul><li>I noticed at this stage that you moved more in your seat, and your face became red, I wondered if you might be embarrassed? </li></ul></ul><ul><li> </li></ul><ul><li>I saw you look at your watch and thought you might be bored </li></ul><ul><li> I saw him talking with his hand over his mouth and wondered if </li></ul><ul><li>he was lying </li></ul>
  21. 21. Pi (  ) – Point / Illustration <ul><ul><li>Make sure the recipient knows what you’re talking about! </li></ul></ul><ul><ul><li>Along with a feedback point, give an example </li></ul></ul><ul><li>P oint </li></ul><ul><li>I llustration </li></ul>
  22. 22. Point / Illustration <ul><li>Point </li></ul><ul><li>“ I’d like you to use more open questions at the beginning of the discussion.” </li></ul><ul><li>Illustration </li></ul><ul><li>“ Why not ask the customer at the beginning ‘How can I help?’” </li></ul>
  23. 23. SET-GO (Silverman et al.) <ul><li>What I S aw </li></ul><ul><li>What E lse did you see? </li></ul><ul><li>What does the recipient T hink? </li></ul><ul><li>What G oal are we trying to achieve? </li></ul><ul><li>Any O ffers on how we should get there? </li></ul>SET GO
  24. 24. Unacceptable Behaviour (8 Useful Tips) <ul><li>1. Check if person is OK before you start </li></ul><ul><li>2. Use a wake-up, warning phrase: </li></ul><ul><ul><li>“ There’s something very serious I have to say” </li></ul></ul><ul><li>3. Say, very simply, what is not right </li></ul><ul><li>4. Give an example as appropriate </li></ul><ul><li>5. Relax the tone to allow for a positive response </li></ul><ul><ul><ul><li>usually an offer to improve ensues </li></ul></ul></ul>
  25. 25. <ul><li>6. Respond to offer positively </li></ul><ul><ul><ul><li>but define specific, measurable outcomes </li></ul></ul></ul><ul><li>7. Do not be drawn into discussion on: </li></ul><ul><ul><li>justification of behaviour </li></ul></ul><ul><ul><li>your right to judge </li></ul></ul><ul><li>8. Separate behaviour and person </li></ul><ul><ul><li>Most of us take criticism better if it is not personal. </li></ul></ul><ul><ul><ul><li>“ Maybe what I did was not good – but it doesn’t mean I’m no good.” </li></ul></ul></ul><ul><ul><ul><li>Make sure that the recipient can see this distinction too. </li></ul></ul></ul>Unacceptable Behaviour
  26. 26. Feedback Must Be…… <ul><li>Factual </li></ul><ul><li>Clear & Direct </li></ul><ul><li>Specific </li></ul><ul><li>Timely </li></ul><ul><li>Understood & Accepted </li></ul>
  27. 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. 28. Consequences of Poor or No Feedback………………. <ul><li>Poor performance is repeated </li></ul><ul><li>Quality goes down </li></ul><ul><li>Associates don’t improve and learn </li></ul><ul><li>Associates may become anxious and uncertain </li></ul><ul><li>Managers lose credibility </li></ul><ul><li>Productivity goes down </li></ul><ul><li>Star performers become discouraged </li></ul>
  29. 29. Some complaints about Feedback… <ul><li>Not enough feedback </li></ul><ul><li>Too much feedback </li></ul><ul><li>Too much negative feedback, not enough positive </li></ul><ul><li>Unfair feedback (jumps to conclusions) </li></ul><ul><li>Vague feedback (a look, a comment like “why did you do it that way?”) </li></ul><ul><li>Too hurried or rushed </li></ul><ul><li>Feedback too long after the event (happened months ago) </li></ul>
  30. 30. Write in at contactiexpert@gmail.com Hope you find this useful & easy to read

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