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Fdbck v1 gsw
- 1. Giving & Receiving Feedback Gemini Skills Workshop
- 2. There Are Two Types of Feedback . . . • Positive – “Catch people doing something right” – Identifies and reinforces behaviours that should be continued • Constructive – Not “negative” – Points out behaviours that need to change • Motivated by a sincere desire to help someone become the best they can be Gemini Consulting Limited • Proprietary and Confidential -2- Fdback v1.ppt
- 3. Good Behavioral Feedback Is . . . • Descriptive—not evaluative • Specific rather than general • Aware of the needs of the giver AND receiver • Directed at behaviours that can be changed • Timely • Checked to ensure communication Gemini Consulting Limited • Proprietary and Confidential -3- Fdback v1.ppt
- 4. I’d Like to Receive Positive Feedback When I . . . • Exceed performance standards by a noticeable degree • Assist others in meeting their standards • Volunteer for a difficult or unpopular job • Consistently perform well for a long period of time • Offer suggestions on ways to improve procedures or product quality • Make an effort to improve Gemini Consulting Limited • Proprietary and Confidential -4- Fdback v1.ppt
- 5. Positive Feedback Loop Involvement Commitment Achievement Recognition Motivation Gemini Consulting Limited • Proprietary and Confidential -5- Fdback v1.ppt
- 6. Constructive Feedback Must Be Handled with Care • Often negative experience for both parties • Can alienate: – Hostile – Angry – Generally non-cooperative Gemini Consulting Limited • Proprietary and Confidential -6- Fdback v1.ppt
- 7. To Minimize Resistance/Conflict, Ensure That Constructive Feedback . . . • Is motivated by an honest attempt to help both the individual and the organization • Is based on dialogue, not monologue—talk to the individual, not at him/her • Is given at time/place individual is ready to receive • Results in a consensus about the problem • Focuses on behavior/performance not personality • Offers specific suggestions for improvement • Concludes with specific action plans Gemini Consulting Limited • Proprietary and Confidential -7- Fdback v1.ppt
- 8. If You Are Receiving Feedback … • Use the process • Don’t take it personally • Don’t get defensive • Use active listening skills • Take advantage of the opportunity to improve • Treat it as a “gift” Gemini Consulting Limited • Proprietary and Confidential -8- Fdback v1.ppt
Hinweis der Redaktion
- Positive feedback indicates that performance meets or exceeds expectations. Constructive feedback indicates that performance does not meet expectations. This type of feedback is designed to bring below-par performance up to standard without alienating the individual or creating other performance problems. Both types of feedback are important. Often times we operate under the “no news is good news” theory. We seldom provide positive feedback. People are expected to assume that everything is going well unless they hear otherwise. This approach can foster a “who cares” attitude, no matter how exceptionally well the individual is doing. This failure to provide positive feedback will eventually result in the individual’s failure to perform at a satisfactory level.
- Think through the message that is conveyed when giving feedback. Focus only on the behavioral aspects and what the individual can change. Feedback is useful, and of high value to the received when it is: Descriptive rather then evaluative. By describing the giver’s reactions, it leaves the receiver free to accept or reject the response. By avoiding evaluative language, it reduces the need for the individual to react defensively. Specific rather than general. Being told that one is dominating will probably not be as useful as being given an example: “Just now when we were deciding the issue, you did not listen to what others said, and I felt forced to accept your arguments or face attack from you.” Aware of the needs of both the receiver and giver of feedback. Feedback can be destructive when it serves only the giver’s needs and fails to consider the needs of the person on the receiving end. Directed toward behavior that the receiver can change. Frustration is only increased when a person is reminded of some shortcoming that cannot be controlled (e.g., physical abnormality
- Option: Rather than showing this slide, place the information on this slide on a flipchart with room at the bottom to add to the list. Have members idea generate ideas as to what they would like to have recognized. Usually this rarely (if ever) occurs. “Coaching” in the past has been annual performance reviews tied to money. They will be reluctant to volunteer and that’s OK. Say that this list was generated by us and what we like to be recognized for. Individually they may come up to you later. And soon they will begin to reach or ask for feedback on their own.
- You may have seen this already. Creating the environment for learning and coaching should follow the positive feedback cycle to perpetuate continuous environment . Point out to the client that you are role-modeling the coaching process that he or she should then use with members of his or her team. Emphasize that it is the continued use of this process that will facilitate the cultural changes that are required.
- Emphasize that the class may experience some resistance when providing constructive feedback. Refer to the module on managing resistance and conflict resolution for how to handle it.
- In trying to minimize those situations addressed on previous slide, the format Plan-Do-Review process of providing coaching/feedback should be followed. It can’t be emphasized enough that this is not an attempt to hurt, punish, or humiliate the individual but to help them (whether they think they need it or not). It is also imperative that the setting be right—their unpreparedness to receive the feedback will reduce the chances of its acceptance. The remaining points have already been covered but emphasize the need to follow the process.
- Point out to the class that it is important to remember that the person who is providing the feedback is probably as uncomfortable as you are. Try to work through the process in the same manner as if you were providing the feedback, Plan-Do-Review. When you find out that you are going to have a feedback session, start to think about what you expect to get out of it. The first thing to remember is that there are specific behaviors that need improvement. It is not you personally. Focus on those behaviors. Use active listening skills to make sure you understand what behaviors are being discussed. Don’t be afraid to ask questions. The person receiving the feedback should take the lead in developing