Giving Feedback The purpose of feedback is to be helpful Feedback should include positive reinforcement of strengths Describe actual behaviour, not the individual person, personality or attributes Concentrate on areas the receiver can control and do something about Be specific; use examples to illustrate and avoid generalisations Effective interpersonal communication relies on:- Ability to pick up feedback Ability to give appropriate feedback Verbal and non verbal communication Feedback:- “Information on performance that is structured and delivered to assist a person to achieve agreed goals “ It must be both accurate and useful. Generally people feel comfortable discussing behaviours as along as the focus is on the facts. Feedback Can Motivate to continue task; provide knowledge ; reinforce behaviours and enable corrective action Guidelines for Giving Feedback (Quinn et al, 2003) The purpose of feedback is to be helpful Feedback should include positive reinforcement of strengths Describe actual behaviour, not the individual person, personality or attributes Concentrate on areas the receiver can control and do something about Be specific; use examples to illustrate and avoid generalisations A feedback mechanism registers the actual state of a system; compares it to the desired state; then uses it to correct the state of the system. (It’s like a tightrope walker achieving balance to achieve something beyond balance – in constant movement. Remember, you cannot not give feedback

Giving Feedback Pick an appropriate time and place Praise must be judicious, sincere and deserved Explain how and why they have been successful from the organisation’s viewpoint If 80% of work is good, spend 80% of time on this Focus on fact and observation to back up any interpretation Treat criticism as a comment on behaviour or results rather than a “character defect” or qualities Focus on supporting and helping, not imposing and blaming Most people welcome constructive criticism Allow for feedback on the feedback Finish on a positive note, even if that is simply agreement on how to address a difficult problem Remember to close the loop at next review meeting or before. Timing is important: make it quick, informal and corrective Pick an appropriate time and place Praise must be judicious, sincere and deserved Explain how and why they have been successful from the organisation’s viewpoint If 80% of work is good, spend 80% of time on this Focus on fact and observation to back up any interpretation Treat criticism as a comment on behaviour or results rather than a “character defect” or qualities Focus on supporting and helping, not imposing and blaming Most people welcome constructive criticism Allow for feedback on the feedback Finish on a positive note, even if that is simply agreement on how to address a difficult problem Remember to close the loop at next Review Meeting or before.

Guidelines for Giving Feedback Quinn et al (2003) Before you start: are you both ready? Is it in the right environment for both sides? Use “I”, not “You” indicating that these are your perceptions, thoughts and feeling To be credible, be ready to give positive and negative feedback Describe behaviours and your perceptions of it: offer specific, observed examples Give timely and relevant examples Don’t assume too much: ask the other person to clarify, explain change or correct After feedback, give time to respond. Before you start: are you both ready? Is it in the right environment for both sides? Use “I”, not “You” indicating that these are your perceptions, thoughts and feeling To be credible, be ready to give positive and negative feedback Describe behaviours and your perceptions of it: offer specific, observed examples Give timely and relevant examples Don’t assume too much: ask the other person to clarify, explain change or correct After feedback, give time to respond. Clampitt (2005) 90% want feedback 40% dissatisfied with process 360 degree is best Self-assessment and feedback is good Best feedback from someone who knows your work.

Balanced Observed Objective Specific Timely BOOST Balanced Observed Focused not only on areas for development but on strengths Observed Provide feedback only on behaviours observed Objective Avoid judgements and relate feedback to observed behaviours, not personality Specific Back up comments with specific examples of observed behaviours Timely Give feedback soon after observed behaviour/activity to allow learner to reflect on learning

Feeding the Feedback Observation Recording Classifying Evaluating of behaviours and events Recording noting what is said and done Classifying behaviours (said and done) Evaluating positive and negative effects Catch people doing good work and tell them

Non-Directive Feedback What went really well? What went well? Slightly Higher What do differently next time? Classic is: Sandwich or PIN -ve Duration of Feedback Session

Directive Feedback Negative Interesting Positive First Agree – Can we use this method? Then Ask – What were you trying to achieve? Negative State objectively, what was negative about the performance. Interesting Make comment on an interesting observation on performance. Positive State what was positive about the performance after observing.

Some Questions to Ask of Yourself How clearly do you respond to others? Can you read other people’s signals as to whether or not your feedback has been well received? Is your feedback behaviour “goal connected”? Do you find a way to give enough praise? Are you constructive in your response to others Do you take into account the possible impact of your responses on other people? Are you overly negative with others? Benefits of Effective Feedback work is made more exciting and challenging Informal discussions now include good news as well as complaint and corrective action allows for praise in public (dignity and respect) and criticism in private Creating Empowerment People believe they can make a difference people believe they can affect decision making helps build openness to learn from mistakes; see mistakes as opportunities People feel part of a community (with focus on task and relations)