Motivational Feedback

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How to give feedback that reinforces or redirects performance, in a way that promotes intrinsic motivation and maximises alignment between a person\'s work and requirements.

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Motivational Feedback

  1. 1. Motivational Feedback & Coaching
  2. 2. Feedback & Coaching skillsPurpose:• Maximise alignment between a person’s work and requirements• Conduct more productive work planning and development conversations• Promote intrinsic motivation
  3. 3. Different types of feedback• Relational feedback That’s great! I’m really pleased with your work!(General positive comments, personal)• Observational feedback I noticed that you are taking notes and providing a useful summary at the end of the meeting for the group.(Specific concrete actions, no judgement)
  4. 4. Different types of feedbackFeedback which draws attention toa skillwithout making an overt judgement,without reporting on our feelings,turns out to most prompt intrinsicmotivation.
  5. 5. MotivationIntrinsic motivation – something isdone because it is inherentlyinteresting or enjoyableExtrinsic motivation – something isdone because it leads to someparticular outcome
  6. 6. Observing what annoys you more than what pleases you… The positivity/negativity ratio (P/N) positive feedback : negative feedback. Typical high performance teams: P/N ratio of 5.6Ie members of these teams offer nearly 6 times asmany observations of things done well, againstthings that might be done differently
  7. 7. Positive reinforcement feedback• State precisely the goal, work expectation, standard, or desired behaviour.• Describe the observed behaviours / actions that relate to the expectation.• Explain why the behaviours / actions are important and how they impact.• Ask that the behaviours continue.• Thank them for their contribution.
  8. 8. Redirective feedback• State precisely the goal, performance expectation, standard, or desired behaviour.• Describe the observed behaviours / actions that relate to the expectation.• Explain why the demonstrated behaviours are not effective and how this affects group goals.• Ask the employee for their views on the issue. They may have facts that you do not.• Ask what actions the employee will take to meet the expectation.
  9. 9. Symptoms of conflictJudging …who you areCharacterising …what you doAttributing …motives to explain why you do itDictating …solutions to perceivedproblems
  10. 10. Fundamental attribution errorIn explaining why peoplebehave the way they do,we tend to place: too much emphasis on aperson’s disposition; too little emphasis on theirsituation.
  11. 11. Sources of difficulty at work  WANT TO ABLE TO (Motivation) (Capacity) Positive Skills, strengths & negative & weaknessesSelf emotion I do/don’t I do/don’t have the want to do the skill(s) to do job the job
  12. 12. Sources of difficulty at work  WANT TO ABLE TO (Motivation) (Capacity) Praise & Help & pressure hurdlesOther Others say Others do things that things that support/ help/ undermine me hinder me
  13. 13. Sources of difficulty at work  WANT TO ABLE TO (Motivation) (Capacity) Bridges & Carrots & sticks BarriersThings Systems of Procedures & reward equipment encourage/ make my job discourage me easier/harder
  14. 14. Attachment styles
  15. 15. Attachment styles
  16. 16. Attachment styles
  17. 17. Attachment styles
  18. 18. Attachment styles
  19. 19. The pessimistic explanatory styleA negative event is explained as”Permanent “It will never change"Personal “Its my fault"Pervasive "I cant do anything correctly”
  20. 20. The capacity to work to address anunpleasant situation despite pastexperience correlates highly with anoptimistic explanatory style: “This situation is not personal, pervasive, or permanent.”

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