1. 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

2. 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.

3. 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.

4. 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

5. 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

6. 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

7. 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.

8. 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)