The document provides guidance on how to effectively give constructive feedback in 3 steps: 1. Set clear goals and expectations upfront. Document any changes to goals over time for clarity. 2. Gather relevant facts by understanding what happened, what the expectations were, and why feedback is being provided. 3. Provide feedback using various tools and techniques - give both positive and challenging feedback, use examples, get the recipient's perspective, and suggest goals for improvement. The feedback should be focused on observable behaviors and facts rather than judgments.

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? STEP I STEP II

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)

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