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Giving and Receiving Feedback.pptx
- 2. Objectives Participants will have gained an understanding of: 1. What feedback is, the benefits of using it, and the drawbacks of avoiding it 2. The communication experience they create, and in how they receive feedback 3. A few feedback frameworks 4. How coaching can fit into feedback
- 3. What have you been learning? • In pairs, discuss what stuck out for you from the online component of the course What was your greatest insight? Did anything surprise you? Have you tried anything as a result of the learning? What are you expecting to struggle with regarding giving and receiving feedback?
- 4. Review: What is effective feedback? Feedback is: • Information about the past given in the present, with the goal of influencing behaviour or performance in the future • Information that we are constantly giving or receiving, whether we intend to or not
- 5. Review: What is effective feedback Feedback is not: • Coaching – Coaching is a relationship that uses feedback as a tool to help employees grow. • Criticism – Criticism provides information on what behaviours or actions were wrong, but does not provide solutions on how to remedy issues for the future.
- 6. Self-Assessment then Small Group Giving Feedback 1. Rate your skill in providing feedback (1-10) 2. Rate your feedback effectiveness (1-10) 3. What would you like to improve?
- 7. Follow-up Activity Your communication experience is the most significant factor in your feedback effectiveness. In pairs, discuss: What kind of communication experience do you think you create?
- 8. How to learn about your communication experience 1. Asking a critical friend 2. Review feedback sessions or performance appraisals from the past 3. Analyze arguments or debates that became personal
- 9. Making adjustments to your communication experience Use your insights to adjust your behaviours by: 1. Making a plan with your lead 2. Discussing with a colleague 3. Utilizing a coach 4. Incorporating into your Learning Plan 5. Setting reminders or creating a process Communicate your insights and goals
- 10. Feedback Frameworks 1. Situation-Impact-Pull (SIP) 2. Marshal Goldsmith’s 6-Step Structure Please think about real or close-to-real scenarios so we can practice these
- 11. Situation-Impact-Pull (SIP) S – Situation (Here’s what I saw, just the facts) I – Impact (Here’s how I feel, this is how it impacted me, or how it seemed to impact others) P – Pull (for their perspective) Useful for real-time, quick feedback sessions. Remember, this is still feedback (dialogue, not monologue) so expect a short discussion.
- 12. Small Group Activity Break into groups of 3: 1 Feedback provider, 1 feedback recipient, 1 consultant (who can offer tips and suggestions) Take 1 minute to decide amongst yourselves an incident you want to give feedback on. 3 Rounds of 1-minute per round. Take turns verbalizing feedback using SIP. Consultant, after the feedback was given, state observations, thoughts and feedback.
- 13. 6-Step Structure (Goldsmith) 1. Where are we going – What you expect from your team member, Describe vision, Dialogue 2. Where are you going – Thoughts on where each team member should be going 3. What is going well – Recognize their achievements, Ask what they’re doing well 4. Where can we improve – Constructive suggestions for the future 5. How can I help you – Focus on adding needed value, not interfering or imposing 6. How can you help me – How can I become a more effective team member
- 14. Small Group Activity Break into groups of 3: 1 Feedback provider, 1 feedback recipient, 1 consultant (who can offer tips and suggestions) Take 1 minute to decide amongst yourselves an incident you want to give feedback on. 3 Rounds of 3 minutes
- 15. The Case to Add Coaching • Leadership styles can be engaging or disengaging • Directive Leadership tends to be disengaging and Participatory Leadership tends to be engaging • Coaching can be added to any feedback session where the participant expresses insight into the feedback area • Coaching can increase the engagement factor very quickly
- 16. Adding Coaching to Feedback
- 17. Adding Coaching to Feedback
- 18. Receiving Feedback 1. Are you feedback friendly? Think about yourself honestly, not about how you would like to be. 2. How would you like to evolve in how you receive feedback?
- 19. If you are interested in receiving more feedback… 1. Solicit feedback 2. Be grateful 3. Keep in mind, no boss is perfect 4. Don’t get defensive 5. Act on it
- 20. And if you don’t agree with the feedback… 1. Do nothing 2. Avoid “wrong-spotting” 3. Dig deeper 4. Explore the past and future 5. Always assume givers will need help articulating what they mean 6. Check your blind spots
- 21. Evaluation On a scale from 1(low) – 10 (high) rank: 1. Your knowledge about this topic before you completed the pre-work and before you walked in the door today 2. Your knowledge after the session 3. The likelihood that you will change your behavior based on what you learned during this module 4. Your overall impression of this learning experience On the back of your note, write one thing that would improve your #4 score
Editor's Notes
- OLL Consultant
- OLL Consultant Hand out Overview of E-Learning 1 pager and exercises. Encourage Managers to look through 1-pager to jog their memories of the online E-Learning.
- OLL Consultant A simple foundational piece about what effective feedback is and isn’t.
- OLL Consultant
- Director Have participants take 1 minute to reflect and rate their own skills and effectiveness. Then ask them to share their reflections and ratings with a partner or in small groups. The first question is meant to get participants thinking about themselves in the interaction of giving feedback. Ask participants: How do you feel about your abilities in planning feedback sessions? How strong is your process of providing feedback to others? Are you choosing the right situations to provide feedback on? How do you feel about your word choice during the session? Do your thoughts or emotions get away from you in the middle of a feedback session? Now have them rate their skillset in giving feedback to staff. The second question is meant to get participants thinking about the EFFECTIVENESS of the feedback. What was their body language like? How do you perceive they thought about the feedback? Did they seem to gain insight or perspective? How did they react? How did they seem to feel about it? Was it a helpful interaction for them? Did their behaviour change? The third question is meant to spark conversation about what participants would like to choose as a focal point for improvement. Have participants consider the information from the E-Learning and write down what areas they feel they need to improve on. Then ask several of them to share their responses or observations in the larger group to create an environment of improvement and humility in the session. It would also be helpful if the Director shared what they would like to improve in the realm of giving feedback to others.
- Director Your communication experience is likely to be the most significant factor affecting how your feedback is taken by others, and how comfortable others are in providing you feedback. Communication experience: What environment do create when you enter the room? What feelings do you naturally evoke when you start speaking with people (regardless of what you are saying)? How does your presence make those around you feel? How do others seem to feel when they bring a concern to you? From the E-Learning, Ginsberg (The Approachable Leader) says about your communication experience, "Ultimately, you don't want to be the type of person that stresses other people out just by being around you." (p. 38) Experts in emotional intelligence constantly remind us that we tend to focus too heavily on our word choice and often ignore 93% of how we actually communicate to those around us – through our facial expressions, our eye contact, our tones and undertones, and our body language. It is this 93% that creates our communication experience. The words help us to be specific. For instance, our non-verbal communication may express support, and our words will focus in on how we are supporting the recipient.
- Director Have participants consider these questions (points from from the E-Learning): Are you at ease with yourself? The best way to put others at ease is to be at ease with yourself Do you smile? Smiles are among the easiest, quickest and most effective behaviors for putting someone at ease. Do you monopolize the listening? Strive to listen twice as long as you talk. Do you remember to pause? Pausing creates space, space enables clarity, and clarity eases the mind. Do you breathe when interacting with others? When you consciously take deep, slow breaths, your heart rate and blood pressure lower. Do you embrace or allow silence? Silence slows down the pace of the conversation and fewer words lead to more processing and contemplation. Do you use humor? Humor relaxes people - it lubricates your message and allows people to digest and remember it easily.
- Director Just like in coaching, if temporary gained insight is not used to create an action plan, it is simply an interesting insight. Intentionality starts with communicating your insights and goals. A statement such as: “You know, I didn’t realize how much I scowl until this employee shared with me that she thought I was upset during our entire conversation. I wasn’t upset at all – it’s just the way I tend to focus. I would like to address this.” These intentional statements (whether out loud or internally) drive behaviour change. They start changes in our lives. Changes in our diets, parenting, relationships, punctuality, reading habits, sleeping habits all start with some statement which outlines a desire for something different. Participants are all unique in the session. Remind them that their plan to adjust their communication experience will be unique to them, but without a plan, likely they will continue to create the communication experience they always have. AND we all could use improvements to our communication experience.
- OLL Consultant Remind participants that their handouts contain two additional frameworks if they find that neither of these frameworks fit for them.
- OLL Consultant Benefits: Very brief for real-time intentional feedback, for the daily leader. Can also be used for positive feedback just as briefly as a way to acknowledge great work, still with a place to pull how that great work felt for them. Drawbacks: Because it can be done with very little time or prep there is more risk for emotion (such as frustration) spilling into interaction.
- OLL Consultant
- OLL Consultant Draw their attention to handout Benefits: Identifies and articulates your vision of the organization, your unit and yourself for your staff. Implies carving time out in your calendar for alignment with staff and feedback. Assists you to draw a line from the organizational values to the employees actions, and from the employee’s vision of themselves to where they and you see them in the future. It employs visionary leadership and vulnerability-based leadership (authentic leadership). Drawbacks: Takes more time, requires some planning, make be more stressful for the recipient of the feedback.
- OLL Consultant
- Director The second point is identifying two of the six leadership styles from Daniel Goleman’s Primal Leadership (book on emotional intelligence). Ideally, a feedback session would be engaging (a dialogue as opposed to a monologue). A leader can plan and lead a feedback session regardless of their fallback leadership style (which of the six leadership styles they tend to use most). However, leaders can increase the engagement factor by switching from feedback to a coaching conversation once the recipient shows insight. Again, the benefits of coaching (from the coaching leadership module of PFMS) include: It develops capacity in others It creates more buy in and ownership over the plan and the results It moves from fire-fighting to fire-prevention It allows for more innovative solutions Some of the participants will have gone through SLP (Saskatchewan Leadership Program) and others through Coaching Skills for Leaders (Training Registration System) and/or Coaching for PFMS (Patient First Management System leadership module). But some of the participants will not have. For this reason, coaching should be explained briefly and participants should be reminded to consider adding coaching to feedback when taking their coaching program. For those who have already taken one of the above coaching programs, have them consider how they might make the shift to a coaching conversation during one of their coaching.
- Director The left hand column presents the situation and the script. The right hand column shows the tips.
- Director Coaching can be added to any feedback session.
- Director Have group discuss these questions in small groups, then bring back to larger group to hear responses
- Director Taken directly from E-Learning: n a recent article by Jean Francois Manzoni, Manzoni suggests we can become more feedback-friendly and pull for future feedback sessions by: Soliciting feedback - "Indicate to your boss that you would appreciate their feedback and advice" Being grateful - "Thank your manager for giving it. If it’s hard for you to appear grateful, say so." Keep in mind, no boss is perfect - "Yes, maybe your boss could have said this more nicely or in a more insightful way or maybe they could’ve chosen a better time or place — but when you get frustrated, consider your boss’s perspective." Don't be defensive - "Never argue with the feedback giver. Don’t focus on the part of the feedback that makes no sense to you right now. Take the feedback under advisement and ask yourself if there could be a kernel of truth—if not from your point of view, maybe from your boss’s point of view" Act on it - "There is nothing more frustrating for bosses than to repeat the same advice over and over again." Put yourself in their shoes - "ask yourself what kinds of behavior your own employees could display that would increase your willingness and ability to give them more constructive feedback."
- Director Taken directly from E-Learning: Sheila Heen and Debbie Goldstein co-wrote an article in April 2017 titled Responding to Feedback You Disagree With in which they provide a simple framework to use when you are hearing feedback and deciding in real-time that you disagree with it. Do Nothing - Don't decide whether or not you agree with the feedback yet. You need to give yourself time to more clearly understand the feedback before you accept it or reject it. Avoid "Wrong-Spotting" (looking for holes in the feedback) because a) You will always be able to find something wrong with any feedback and b) you'll dismiss it too quickly. Dig Deeper - To explore beyond our quick assumptions about what they are saying to other possibilities. Explore the Past and Future - Feedback almost always has a past and the feedback provider almost always is thinking about the future. Heen and Goldstein recommend asking questions to learn more about your feedback provider's version of the past and the future. Always Assume Givers will Need Help Articulating What they Mean- The way to help them and yourself is by asking clear and curious questions without a defensive tone. Check Your Blind Spots - Sometimes feedback doesn’t feel “true” to us because we’re simply unaware of it. It sits squarely in a blind spot. Heen and Goldstein suggest we ask a friend or mentor, "What might be right with the feedback I'm getting?" Heen and Goldstein conclude, "Being good at receiving feedback means just that: that you receive it. That you hear it. That you work to understand it. That you share your perspective on it. That you reflect on it. That you sit with it. That you look for that (even tiny) bit that might be right and of value. Then you get to decide whether or not to act on it. Whatever you decide, circle back to your feedback giver to share your thinking. If you don’t, they will think you didn’t hear them, or didn’t care. Letting them know you took their input seriously will strengthen the relationship even if you ultimately go in a different direction."
- Dave: First evaluation: Hand out stickie notes to participants. Tell them that this is an anonymous evaluation aimed at helping us evaluate and improve our module. Tell the participants that you are to ask them 4 questions. Ask them to write whole numbers down to rate their response on a scale from 1 (low) to 10 (high). Please list the numbers one under the other like shown on stickie note on the slide. You may need to remind them of what was covered during your module. This module covered…. Ask the questions. If the participants have already attended a module (before yours), hand out a second stickie note. Ask them think back to their answer to #3 last time. Ask them to write a YES or NO to indicate if they followed and incorporated what they learned into new behaviour / enhanced leadership actions.