Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (18)
Similar to The art of feedback powerpoint
Similar to The art of feedback powerpoint (20)
Recently uploaded
Recently uploaded (20)
The art of feedback powerpoint
- 1. THE ART OF FEEDBACK The Do’s and Don’t of Giving and Receiving Feedback
- 2. THE ART OF FEEDBACK • Objectives • Define Feedback • Identify 4 components of Feedback • Giving Feedback • Receiving Feedback • How to Engage Feedback • How to Respond to Feedback
- 3. FEEDBACK DEFINED • Helpful information or criticism that is given or received to an individual to say what can be done to improve a performance, product, relationship, goal, etc. • Fun Video displaying common error in feedback
- 4. COMPONENTS OF FEEDBACK • We are going to explore 4 components Feedback. • The Art of Giving Feedback • The Art of Receiving Feedback • The Art of How to Engage Feedback • The Art of How to Respond to Feedback
- 5. THE ART OF GIVING FEEDBACK 6 Components of Giving Feedback • Step 1: State the constructive purpose of your feedback. • Step 2: Describe specifically what you have observed. • Step 3: Describe your reactions. • Explain the consequences of the other person's behavior and how you feel about it. • Step 4: Give the other person an opportunity to respond. • Remain silent and meet the other person’s eye, indicating that you are waiting for answer. • Step 5: Offer specific suggestions. • Whenever possible make your suggestions helpful by including practical, feasible examples. • Step 6: Summarize and express your support • Review the major points you discussed.
- 6. THE ART OF RECEIVING FEEDBACK • The Psychology of Happiness and Feedback • How should one respond when receiving feedback • Be slow to speak and quick to listen (Listen Intently) • Don’t wear your emotions or feelings on your sleeve (Remain Rational)
- 7. THE ART OF RECEIVING FEEDBACK CONTINUED… • During performance evaluations and/or in regular or casual conversation the following steps are recommended • During evaluation: • Arrive with a positive attitude. View the process as a time for constructive feedback and career growth • Sit quietly, listen, take notes, and do not interrupt • When appropriate, share concerns • Support comments with facts and documentation (e.g., customer letters, commendations, etc.) • If you agree with evaluation, sign • If you do not agree with evaluation, sign with attachment of factual written response and supporting documentation
- 8. THE ART OF ENGAGING FEEDBACK Think Tank • How does one engage feedback? • Why is self-Evaluation an important component of giving or receiving feedback?
- 9. THE ART OF ENGAGING FEEDBACK CONTINUED… • Steps to the self-evaluation process in receiving or giving feedback • Internalize the specifics or focus of the feedback • Pay attention to the facts of what is being conveyed • Self-Praise With Specifics • Use measurable objectives to prove your value to organization, department . • Etc. Such as 'have demonstrated project management skill via coordinating X project' or 'met all objectives before deadline.' • Make sure that you have a record of personal accomplishments, projects led, objectives met, training sessions attended and skills developed to draw from." • Own Your Shortcomings • Be mature, and be honest with yourself • Recognize the areas you need to improve without having the boss or someone else bring them up in the conversation.
- 10. THE ART OF RESPONDING TO FEEDBACK • Good managers and employees ask for feedback. • More importantly, when they receive it, they smile and say thank you—even when it stings! • When responding to feedback we try using the ACT model: • Accept, • Clarify • Thank!
- 11. THE ART OF RESPONDING TO FEEDBACK CONTINUED… • Accept. This demonstrates that you are open to new ideas and willing to listen. Have a conversation about the feedback. Use open-ended questions to facilitate conversation. • Clarify. Ask for specific examples so that you understand what the other person expects of you. For example, if your boss says you need to communicate more concisely, ask him or her to give you an instance when you were not concise. You can even ask for tips or techniques to be more clear or more brief. • Thank. Consider the individual who delivers feedback as one who is taking time to help you. This may not always be true, but if you act open minded then you position yourself as a professional
- 12. THE ART OF FEEDBACK Activity • Find the Ball: An Exercise in FeedBack • OBJECTIVE: To experience different feedback "styles" and get a feel for the effects that they have upon the receiver. • The lesson that you're trying to drive is how specific feedback that is delivered in a positive way really does impact someone's performance.
- 13. THE ART OF FEEDBACK Activity: What would you do? • Case A. A manager hands in a report to her director and waits for a month without a receiving a reaction. The manager wonders, “What did I do wrong?” • Case B. A supervisor becomes upset at an employee who consistently makes typing errors. “Don’t you know anything about the English language?” he yells. “It’s amazing you ever finished high school!” The manager slams a recently typed document on the employee’s desk and stalks off; the specific typing errors are never discussed. • Case C. An employee received praise from a supervisor during an annual evaluation. “You’re doing a great job,” she’s told. “Keep up the good work.” As the employee leaves the supervisor’s office, she wonders, “What exactly am I doing well? I want to keep doing it, but I’m not sure what ‘it’ is.”
Editor's Notes
- Step 1: State the constructive purpose of your feedback. If you are initiating feedback, keep the other person from having to guess what you want to talk about. If the other person has requested feedback, a focusing statement will make sure that you direct your feedback toward what the person needs. Step 2: Describe specifically what you have observed. Have a certain event or action in mind and be able to say when and where it happened, who was involved, and what the results were. Stick to what you personally observed and don't try to speak for others. Avoid talking vaguely about what the person "always" or "usually" does. Step 3: Describe your reactions. Explain the consequences of the other person's behavior and how you feel about it. Give examples of how you and others are affected. When you describe your reactions or the consequences of the observed behaviors, the other person can better appreciate the impact their actions are having on others and on the organization or team as a whole. Step 4: Give the other person an opportunity to respond. Remain silent and meet the other person’s eye, indicating that you are waiting for answer. If the person hesitates to respond, ask an open ended question. For example: "What do you think?" "What is your view of this situation?" "What are your reaction to this?" "Tell me, what are your thoughts?" Step 5: Offer specific suggestions. Whenever possible make your suggestions helpful by including practical, feasible examples. Offering suggestions shows that you have thought past your evaluations and moved to how to improve the situation. Even if people are working up to expected standards, they often benefit from ideas that could help them to perform better. If your feedback was offered supportively or neutrally, in the "for your information" mode, or depending on the situation's circumstances, suggestions may not be appropriate. Use your common sense and offer an idea if you think the other person will find it useful. Don't drum up a suggestion for improvement just for the sake of it. For example: "Jennifer, I sometimes write myself notes or put up signs to remind myself to do something." "Jill, rather than telling Ed that you're not interested in all the details, you might try asking him specific questions about the information you are most interested in." Step 6: Summarize and express your support Review the major points you discussed. Summarize the Action items, not the negative points of the other person's behavior. If you have given neutral feedback, emphasize the main points you have wanted to convey. For corrective feedback, stress the main things you've discussed that the person could do differently. End on a positive note by communicating confidence in the person's ability to improve the situation. For example: "As I said, the way the group has figured out how to cover phone calls has really lessened the number of phone messages to be returned. You've really followed through on a tough problem. Please keep taking the initiate on problems like that. By summarizing, you can avoid misunderstandings and check to make sure that your communication is clean. This summary is an opportunity to show your support for the other person—a way to conclude even an negative feedback situation on a positive note. For example: "At least we understand each other better since we've talked. I'll do what I can to make sure your priorities are factored into the schedule, and I'll expect you to come straight to me if the schedule is a problem.
- Steps to the self-evaluation process in receiving or giving process Internalize the specifics or focus of the feedback Self-Praise With Specifics Many employees work independently or without the constant oversight of a boss and make more of their own work-related decisions. As a result, managers are less-aware of each team member’s day-to-day activities. It's important to detail your accomplishments, with measurable objectives such as 'have demonstrated project management skill via coordinating X project' or 'met all objectives before deadline.' Make sure that you have a record of personal accomplishments, projects led, objectives met, training sessions attended and skills developed to draw from." Own Your Shortcomings Be mature, and be honest with yourself Recognize the areas you need to improve without having the boss or someone else bring them up in the conversation.
- TIME FRAME: 15 Minutes PROPS: one golf ball or (ball a sheet of paper) anything can work here INSTRUCTIONS: Ask for 4 volunteers from the group. Copy their names onto a flipchart or white board, then inform them that they will be called back into the room one at a time to search for a golf ball. Ask them to leave the room. Coach the remaining participants about the process and their roles at each stage: Silent Feedback: when volunteer #1 enters the room, the participants are to remain completely silent and motionless. Negative Feedback: when volunteer #2 enters the room, all participants should give negative feedback, no matter how close or far away the searcher is from the ball. Be sensitive to your group, but instruct them to give the kind of negative feedback that they might hear back in the workplace when someone is dissatisfied with their performance (and with certain audiences - rig hands, for example - this gets kind of raw ... make sure you know your group). Participants should NOT respond to any requests for direction or assistance (except with derision). Positive Feedback: when volunteer #3 enters the room, all participants should give positive but non-specific feedback (e.g., "attaboy," "way to go," "I really like how you get after it," etc.), no matter how close or far away the searcher is from the ball. Participants should NOT respond to any requests for direction or assistance (except with further exclamations of "you can do it" or "we have faith in you"). Specific Feedback: when volunteer #4 enters the room, participants should provide specific hints and suggestions for finding the ball, without giving it away. They should respond to yes/no questions. Ask the group to help you choose which of the volunteers will receive the different types of feedback. Note that some individuals get upset with the negative feedback, even though it is a simulation. Ask your group which of the volunteers would have the least difficulty with the ribbing involved. Hide the golf ball. Invite the participants in one at a time. Each volunteer receives the prescribed feedback noted above. Silent: Hide the golf ball in a not-too-difficult location within the room. Allow 2-3 minutes for the search. Negative: choose a more difficult spot. Allow 2-3 minutes for the search. Positive but General: choose a more difficult spot. Allow 2-3 minutes for the search. Specific: choose a more difficult spot. Allow 2-3 minutes for the search. Debrief. Suggested process: ask the volunteers, one person at a time, in the order in which they came into the room ... How did you feel while looking for the ball? What did you think/feel as a result of the feedback you received? How did the feedback you received affect your performance? What did the feedback you received prompt you to think/feel about the other folk in the room who were giving it? If this was the type of feedback that you received every day, how do you think it would impact your desire and/or ability to keep yourself and your teammates safe.
- Case A. A manager hands in a report to her director and waits for a month without a receiving a reaction. The manager wonders, “What did I do wrong?” Case B. A supervisor becomes upset at an employee who consistently makes typing errors. “Don’t you know anything about the English language?” he yells. “It’s amazing you ever finished high school!” The manager slams a recently typed document on the employee’s desk and stalks off; the specific typing errors are never discussed. Case C. An employee received praise from a supervisor during an annual evaluation. “You’re doing a great job,” she’s told. “Keep up the good work.” As the employee leaves the supervisor’s office, she wonders, “What exactly am I doing well? I want to keep doing it, but I’m not sure what ‘it’ is.” Note: Whenever we respond to another person, we are giving that person feedback. We may be reacting to any number of things: The way a person looks His or her actions Something he or she said Or a combination of factors TRAINER NOTE Questions to ask to start dialog, for each study. 1. What might the supervisor be thinking? 2. What might the supervisor be feeling? 3. What might the employee be thinking? 4. What might the employee be feeling? 5. If things don’t change, what would it take to have a positive outcome? Case A In the first example, the director has responded to the manager with silence. Silence is actually one of the most common forms of feedback in business. How many times have you heard a manager say, “You won’t hear from me unless there is a problem?” But, silence can be misinterpreted. In this case, the manager has interpreted silence as criticism, but is that what the director really means? The area director may have just thought she was too busy to respond, yet her silence has sent a message that is unintentionally negative. Case B In the second example, the manager chose to give feedback in the form of criticism, attacking the employee’s personal qualities rather than focusing on the typing errors. The manager may have vented some emotion by yelling, but the employee still has no idea what the errors are and what should be done about them. The manager’s criticism has only created distrust and hostility, which will make it even more difficult to discuss the actual problem. Case C In the third example, the supervisor offered praise, much more pleasant than the first two cases. The employee is happy to hear that her boss likes her work, but unless she asks for more specific details regarding what actions she should continue, the praise is of little long-term value. Review session. 1. Did these examples remind you of a similar situation you may have encountered? Describe the situation. 2. Do you think the situation you experienced was handled well? How might it have been handled better?