1. Retail Coaching Workbook

2. Feedback 2

3. Definition What is Feedback 1.Communication of something to a person or group which gives that person information about some aspect of behaviour which affects other people 2.Feedback is the catalyst that speeds performance break-through The giving and receiving of feedback is a skill that requires careful handling 3

4. Giving Feedback Effective Feedback should be: Well-Timed: Feedback should be given as a situation unfolds in real-time so that the person can make necessary adjustments. Also the experience is fresh and hence there is a better opportunity for self-reflection Specific: Giving general feedback does not help the other person change; therefore feedback should be behavior-specific Non-Judgmental: Feedback should not be personal, rather it should be behavioral. Although it may be taken personally, it should not be communicated as an attack on someone when criticizing. The intent should be to coach the individual by helping them develop in a non-judgmental way Consistent: Feedback should be given consistently, Don’t play favorites where some always get praise or some always get criticism. Be consistent and fair in delivering feedback Actionable: Focusing on behaviour on which the receiver is capable of working. Reminding people of shortcomings over which they have no control, only producing frustration and a sense of hopelessness 4

5. Common reasons for why its “hard” to provide others with feedback…  I just don’t have the time  I don’t want to hurt his/her feelings  I don’t want to be seen as a “bad guy”  I have nothing new to tell him/her  I don’t have the skill-set to give feedback  They will get the feedback during their performance review  Negative feedback can be demoralizing  The person I want to give feedback to is more senior than me  They might use it against me in my performance review  It’s an on-off thing so I shouldn’t even bother 5

6. How to help others “hear” feedback…  Suggest that they view the feedback as a way to improve their performance  Ask them to assume the best intentions of the person giving the feedback - avoid being defensive or criticising the person’s intent  Try to give them specific examples and facts. If you are not sure, ask the person to clarify the situation.  Focus on person’s behaviours and consequences – not the person or not on your judgement only.  Willing to actively listen, seek to understand the other’s point of view  Help them see getting feedback as an opportunity to learn 6

7.  Be open to influence  Be empathetic  Say what you mean and mean what you say  Identify and share the facts – be specific about observed behaviors  Consider the consequences  Be outcome driven and demand clear accountability  Ask the right questions, “Is that how you saw it?” and “What could happen next time?” Effective Feedback Behaviors 7

8. Ineffective Feedback Behaviors  Being closed to learning  Being insensitive  Being indirect and “dance” around the issues  Withholding observations and give no specific examples of what has been perceived  Refraining from discussing impacts on results  Being unclear about expectations and tolerate excuses  Failing to verify perspectives and dictate what happens next 8

9. Good feedback promotes the process of learning Lead with specific strength comment Describe what was said or done Avoid generalisation (“That was very good”) Position improvements as suggestions Be specific on further practice needs Avoid “overload” 9

10. Key Points to Remember… Mindset for Feedback:  Devote the necessary time to prepare for the conversation  Pick your time carefully – avoid emotional or tense situations  Discuss the matter in a private setting  Maintain constructive eye contact  Be willing to see the situation from the other person’s point of view  Criticize the behaviour, not the person  Express your belief and confidence in the person  Be precise  Refer to the person’s strengths  Praise improvement  Listen actively and seek to understand  Describe any future consequences