givingandreceivingfeedback.pdf

Giving and Receiving
Giving and Receiving
Feedback
Feedback
Todd M. Grivetti
Todd M. Grivetti
MSN, RN, CCRN, CNML
MSN, RN, CCRN, CNML
President/CEO Level V, Inc.
President/CEO Level V, Inc.

Giving and Receiving Feedback
 Objectives:
Objectives:
 Understand the concept of feedback
Understand the concept of feedback
 Identify how to ask for and give feedback
Identify how to ask for and give feedback
 Discuss how feedback is useful in developing teams
Discuss how feedback is useful in developing teams

 Definition:
Definition:
 Feedback
Feedback describes the situation when output from
describes the situation when output from
(or
(or information
information about the result of) an event or
about the result of) an event or
phenomenon in the past will influence an occurrence
phenomenon in the past will influence an occurrence
or occurrences of the same (i.e. same defined)
or occurrences of the same (i.e. same defined)
event / phenomenon (or the continuation /
event / phenomenon (or the continuation /
development of the original phenomenon) in the
development of the original phenomenon) in the
present or future. When an event is part of a chain
present or future. When an event is part of a chain
of cause-and-effect that forms a circuit or loop, then
of cause-and-effect that forms a circuit or loop, then
the event is said to
the event is said to "feed back"
"feed back" into itself.
into itself.

 Why to Give and Receive?
Why to Give and Receive?
 Additional way of gaining insight about your own
Additional way of gaining insight about your own
practice and to validate your point of view.
practice and to validate your point of view.
 Should be a learning and growth opportunity vs.
Should be a learning and growth opportunity vs.
punitive or negative.
punitive or negative.

 Feedback can be conducted three ways
Feedback can be conducted three ways
 Asking for Feedback
Asking for Feedback
 Receiving Feedback
Receiving Feedback
 Giving Feedback
Giving Feedback

 Asking for Feedback
Asking for Feedback
 Select a peer who’s opinion you respect and whose
Select a peer who’s opinion you respect and whose
judgment you trust.
judgment you trust.
 Choose someone who is in a similar role as you.
Choose someone who is in a similar role as you.
 Alternatively, you could choose someone who you
Alternatively, you could choose someone who you
work closely with who is not in the same role.
work closely with who is not in the same role.

 What to do:
What to do:
 Prepare the information you want to discuss with your
Prepare the information you want to discuss with your
peer/colleague.
peer/colleague.
 Select a time and place without distractions for your
Select a time and place without distractions for your
conversation
conversation
 Briefly indicate what you would like to cover and why it’s
Briefly indicate what you would like to cover and why it’s
important to you
important to you
 Discuss and review some of your practice experiences
Discuss and review some of your practice experiences
 Be specific about your abilities, strengths, and areas for
Be specific about your abilities, strengths, and areas for
growth, learning and enhancement
growth, learning and enhancement

 Receiving Feedback
Receiving Feedback
 There is no point in asking others to give you
There is no point in asking others to give you
feedback unless you are prepared to be open to it
feedback unless you are prepared to be open to it
and consider the comments which differ from your
and consider the comments which differ from your
own perceptions.
own perceptions.

 Characteristics of Receiving Feedback
Characteristics of Receiving Feedback
 Be Explicit
Be Explicit
 Make it clear what kind of feedback you are seeking.
Make it clear what kind of feedback you are seeking.
 If necessary, indicate what kinds you do not want to receive.
If necessary, indicate what kinds you do not want to receive.
 Feedback from others in entirely for your benefit and if you do not indicate
Feedback from others in entirely for your benefit and if you do not indicate
what you want, you may not receive it.
what you want, you may not receive it.
 Be Attentive
Be Attentive
 Take time to listen, understand and consider what is being said by rephrasing
Take time to listen, understand and consider what is being said by rephrasing
and being interested in the other person’s point of view.
and being interested in the other person’s point of view.
 Ask questions and be curious about how your peer sees you.
Ask questions and be curious about how your peer sees you.
 Ask for suggestions on how to enhance your practice and grow professionally.
Ask for suggestions on how to enhance your practice and grow professionally.
 Two questions you may want to keep in mind when asking for peer feedback:
Two questions you may want to keep in mind when asking for peer feedback:
 What do I do best?
What do I do best?
 Is there some aspect of my practice I can improve?
Is there some aspect of my practice I can improve?

 Be Aware
Be Aware
 Notice your own reactions, both intellectual and emotional.
Notice your own reactions, both intellectual and emotional.
 Be aware of any reactions of rejections or censorship on your part
Be aware of any reactions of rejections or censorship on your part
 Be Silent
Be Silent
 Refrain from making a response
Refrain from making a response
 Don’t even begin to frame a response in your own mind until you have
Don’t even begin to frame a response in your own mind until you have
listened carefully to what has been said and have considered the
listened carefully to what has been said and have considered the
implications.
implications.
 Do not use the excuse of correcting factual errors to avoid hearing and
Do not use the excuse of correcting factual errors to avoid hearing and
resonating with the substance of what has been said
resonating with the substance of what has been said
 Don’t be distracted by the need to explain
Don’t be distracted by the need to explain
 If you feel you have provide an explanation, do it later after the feedback
If you feel you have provide an explanation, do it later after the feedback
session.
session.

 Giving Feedback:
Giving Feedback:
 Check your reasons for accepting the invitation to
Check your reasons for accepting the invitation to
give feedback.
give feedback.
 Make sure you are clear on what your peer is asking
Make sure you are clear on what your peer is asking
for by restating the request in your own words.
for by restating the request in your own words.

 Giving feedback Characteristics:
Giving feedback Characteristics:
 Be Realistic
Be Realistic
 Direct your comments toward matters on which they can act.
Direct your comments toward matters on which they can act.
 Direct your feedback toward what is specifically asked for to meet
Direct your feedback toward what is specifically asked for to meet
your peers’ needs.
your peers’ needs.
 Although your peer requested feedback, be attentive to feelings and
Although your peer requested feedback, be attentive to feelings and
non-verbal cues by each of you.
non-verbal cues by each of you.
 Be Specific
Be Specific
 Generalizations are particularly unhelpful.
Generalizations are particularly unhelpful.
 Base your comments and feedback on concrete observable behavior
Base your comments and feedback on concrete observable behavior
or materials.
or materials.
 Be supportive and constructive in your comments.
Be supportive and constructive in your comments.

 Be Sensitive to the goals of the person
Be Sensitive to the goals of the person
 Just because the other person’s contributions have
Just because the other person’s contributions have
not met your goals, does not necessarily imply
not met your goals, does not necessarily imply
something is wrong.
something is wrong.
 Be thoughtful in your comments and tone.
Be thoughtful in your comments and tone.
 Listen to what they have to say
Listen to what they have to say
 Be Timely
Be Timely
 Provide time for exchange of comments to create an
Provide time for exchange of comments to create an
opportunity for validating and exploring practice
opportunity for validating and exploring practice
strengths, needs and ideas.
strengths, needs and ideas.

 Be Descriptive
Be Descriptive
 Describe your views
Describe your views
 Don’t be evaluative or say what the person should be feeling
Don’t be evaluative or say what the person should be feeling
 Don’t be emotionally manipulative
Don’t be emotionally manipulative
 Be Consciously non-judgmental
Be Consciously non-judgmental
 Offer your personal view
Offer your personal view
 Do not act as an authority, even if you may be one elsewhere
Do not act as an authority, even if you may be one elsewhere
 Give your personal reactions and feelings rather than value-
Give your personal reactions and feelings rather than value-
laden statements by using:
laden statements by using:
 “
“I feel…..”
I feel…..”
 “
“When you….”
When you….”

 Don’t Compare
Don’t Compare
 Treat each person’s work as their own, not some part of a
Treat each person’s work as their own, not some part of a
competition with others.
competition with others.
 Be cautious about giving feedback in a context in which
Be cautious about giving feedback in a context in which
comments you give may be compared to another.
comments you give may be compared to another.
 Be Diligent
Be Diligent
 Check your responses
Check your responses
 Is it an accurate reflection of what you want to express?
Is it an accurate reflection of what you want to express?
 Have you perceived the contribution accurately?
Have you perceived the contribution accurately?
 Nothing is more annoying than to receive feedback from someone
Nothing is more annoying than to receive feedback from someone
who clearly hasn’t bothered to pay attention to what you have done.
who clearly hasn’t bothered to pay attention to what you have done.

 Be Direct
Be Direct
 Say what you mean
Say what you mean
 Don’t wrap it up with fancy words or abstract
Don’t wrap it up with fancy words or abstract
language.
language.
 Be Positive
Be Positive
 Say what you appreciate. Don’t focus on what you
Say what you appreciate. Don’t focus on what you
react negatively towards.
react negatively towards.
 Find something that is genuinely felt, rather than
Find something that is genuinely felt, rather than
being positive because you feel it is required.
being positive because you feel it is required.

 Be Aware
Be Aware
 Note your own emotional state before giving
Note your own emotional state before giving
feedback
feedback
 Being anxious or defensive may distort your own
Being anxious or defensive may distort your own
comments
comments
 Feedback is never the time to relieve yourself at the
Feedback is never the time to relieve yourself at the
expense of the other person
expense of the other person
 Move to focus on the person to whom you are relating
Move to focus on the person to whom you are relating
and their needs, not yourself by responding in any way.
and their needs, not yourself by responding in any way.

References
References
Boud, D. (1991). Implementing Student Self Assessment. HERDSA
Boud, D. (1991). Implementing Student Self Assessment. HERDSA
Green guide No. 5. 2
Green guide No. 5. 2nd
nd
Ed. Retrieved Oct. 15, 2010 from,
Ed. Retrieved Oct. 15, 2010 from,
http://www.iml.uts.edu.au/assessment-futures/glossary/Giving-
and-Receiving-Feedback.pdf
College of Registered Nurses of British Columbia. (2006).
College of Registered Nurses of British Columbia. (2006). Peer
Peer
Feedback: Learning from Each Other. Retrieved October 15, 2010 from,
Feedback: Learning from Each Other. Retrieved October 15, 2010 from,
Horstman, M., Auzenne, M. (2006).
Horstman, M., Auzenne, M. (2006). The Peer Feedback Model.
The Peer Feedback Model.
Manager Tools Podcast. Retrieved October 22, 2006 from.
Manager Tools Podcast. Retrieved October 22, 2006 from.
http://www.manager-tools.com/2006/10/the-peer-feedback-
http://www.manager-tools.com/2006/10/the-peer-feedback-
model
model

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