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The Art of Giving FeedbackIllustration by Krishna Kumar T

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“God grant me the serenity to accept the things I cannot change,

the courage to change the things I can,

And the wisdom to know the

difference”

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Constructive Feedback

Positive Developmental

Constructive feedback improves Interpersonal relationships Feedback must be honest , based on facts , observable behaviour

Honesty promotes TRUST amongst groups

Feedbacks are results of perceptions.Before giving the Feedback one needs to prepare.

This helps to bring Adult to Adult conversation.

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Steps for Preparation

Set SMART GOALS & Document

• This is done at the beginning of an assignment / year.

• This brings clarity & acceptance from the recipient too

• In case of changes – important to document the changes

The Research work : Few Questions to be addressed are

• What Happened?

• What were the expectations?

• Why are we providing feedback?

STEP I

STEP II

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What Happened?

The challenge is to The challenge is to LISTEN LISTEN rather than rather than getting judgmental about WHAT the getting judgmental about WHAT the recipient is saying or HOW they are recipient is saying or HOW they are

saying it.saying it. The focus therefore is on the “INTENT” The focus therefore is on the “INTENT”

rather than “STYLE”rather than “STYLE”

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What were the Expectations?

Revisit the Goals Revisit the Goals

Helps to Bridge the GapsHelps to Bridge the Gaps

Highlights areas of ImprovementHighlights areas of Improvement

Helps to build on Strengths & prior Helps to build on Strengths & prior successsuccess

“Accentuate the POSITIVE” - The WHALE DONE approach

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Why are we providing feedback?

Must be done with utmost care & must not Must be done with utmost care & must not appear Casualappear Casual

Done to ensure continuous improvement in the Done to ensure continuous improvement in the performance performance

Help to motivate & strengthen the PositivesHelp to motivate & strengthen the Positives Learning from past mistakes or failures and Learning from past mistakes or failures and

see the impact on the organization.see the impact on the organization. Opportunity to work out actionables for future Opportunity to work out actionables for future

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Two dimensions to feedbackTwo dimensions to feedback

Challenge

Support

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Two dimensions to feedbackTwo dimensions to feedback

High Challenge

High support

Low support

Low Challenge

“Good, carry on,seems to be

working”

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Two dimensions to feedbackTwo dimensions to feedback

High Challenge

High Support

Low Support

Low Challenge

In passing,Unspecific,Dismissive

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Two dimensions to feedbackTwo dimensions to feedback

High Challenge

High Support

Low Support

Low Challenge

“That was great, you’re

obviously trying hard”

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Two dimensions to feedbackTwo dimensions to feedback

High Challenge

High Support

Low Support

Low Challenge

Patronising,

General,Safe

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Two dimensions to feedbackTwo dimensions to feedback

High Challenge

High support

Low support

Low Challenge

“Well that could have been

done better – why did you not focus more, early on..?”

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Two dimensions to feedbackTwo dimensions to feedback

High Challenge

High support

Low support

Low Challenge

Critical,Induces defensiveness,Paralysing

iExpertiExpertTwo dimensions to feedbackTwo dimensions to feedback

High Challenge

High support

Low support

Low Challenge

“A good effort.I could see how youwere drawing the

feelings out – Iwonder if you

got to the crux of the matter…?”

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High Challenge

High Support

Low Support

Low Challenge

Focused,Attentive,

Threatening?

Two dimensions to feedbackTwo dimensions to feedback

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A selection of some toolsA selection of some tools

Tool 1: Pendleton’s ‘Rules’Tool 1: Pendleton’s ‘Rules’

Tool 2: Non-judgemental feedbackTool 2: Non-judgemental feedback

Tool 3: Observation versus deductionTool 3: Observation versus deduction

Tool 4: PiTool 4: Pi

Tool 5: SET GOTool 5: SET GO

Tool 6: Unacceptable behaviourTool 6: Unacceptable behaviour

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Pendleton’s ‘Rules’Pendleton’s ‘Rules’(Pendleton D, Schofield T, Tate P, Havelock P. The New Consultation. Oxford (Pendleton D, Schofield T, Tate P, Havelock P. The New Consultation. Oxford

University, 2004.)University, 2004.)

The recipient first performs the activityThe recipient first performs the activity

Questions then allowed only on points of clarificationQuestions then allowed only on points of clarification

The recipient then says what they thought was done The recipient then says what they thought was done wellwell

The Manager/Lead then says what they thought was The Manager/Lead then says what they thought was done welldone well

The recipient then says what was not done so well, The recipient then says what was not done so well, and could be improved uponand could be improved upon

The manager/lead then says what was not done so The manager/lead then says what was not done so well and suggests ways for improvements, with well and suggests ways for improvements, with discussion in a helpful and constructive mannerdiscussion in a helpful and constructive manner

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Non-Judgemental FeedbackNon-Judgemental Feedback

Evaluative/JudgementalEvaluative/Judgemental

The beginning was The beginning was awful, you just seemed awful, you just seemed to ignore him/her.to ignore him/her.

o The beginning was The beginning was excellent - great stuff!!excellent - great stuff!!

DescriptiveDescriptive

At the beginning you At the beginning you were looking at the were looking at the notes, which prevented notes, which prevented eye contact.eye contact.

o At the beginning you At the beginning you gave him/her your full gave him/her your full attention and never lost attention and never lost eye contact – your eye contact – your facial expression facial expression registered your interest registered your interest in what he/she was in what he/she was saying.saying.

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Observation versus DeductionObservation versus Deduction

• Separate behaviour and interpretationSeparate behaviour and interpretation• Make interpretations tentativeMake interpretations tentative

E.g.E.g.

I I noticednoticed at this stage that you moved more in your seat, and at this stage that you moved more in your seat, and your face became red, I your face became red, I wonderedwondered if you might be if you might be embarrassed?embarrassed?

I saw you look at your watch I saw you look at your watch and and thought you might be boredthought you might be bored

I saw him talking with his hand over his mouth I saw him talking with his hand over his mouth andand wondered if wondered if he was lyinghe was lying

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Pi (Pi () – Point / Illustration) – Point / Illustration

• Make sure the recipient knows what you’re Make sure the recipient knows what you’re talking about!talking about!

• Along with a feedback point, give an exampleAlong with a feedback point, give an example

PPointoint

IIllustrationllustration

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Point / IllustrationPoint / Illustration

PointPoint

““I’d like you to use I’d like you to use more open questions more open questions at the beginning of the at the beginning of the discussion.”discussion.”

IllustrationIllustration

““Why not ask the Why not ask the customer at the customer at the beginning ‘How can I beginning ‘How can I help?’”help?’”

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SET-GO SET-GO (Silverman et al.)(Silverman et al.)

What I What I SSawaw

What What EElse did you see? lse did you see?

What does the recipient What does the recipient TThink? hink?

What What GGoal are we trying to achieve? oal are we trying to achieve?

Any Any OOffers on how we should get there?ffers on how we should get there?

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Unacceptable BehaviourUnacceptable Behaviour(8 Useful Tips)(8 Useful Tips)

1. Check if person is OK before you start1. Check if person is OK before you start2. Use a wake-up, warning phrase:2. Use a wake-up, warning phrase:

““There’s something very serious I have to say”There’s something very serious I have to say”

3. Say, very simply, what is not right3. Say, very simply, what is not right4. Give an example as appropriate4. Give an example as appropriate5. Relax the tone to allow for a positive response 5. Relax the tone to allow for a positive response

usually an offer to improve ensuesusually an offer to improve ensues

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6. Respond to offer positively 6. Respond to offer positively but define specific, measurable outcomesbut define specific, measurable outcomes

7. Do not be drawn into discussion on: 7. Do not be drawn into discussion on: justification of behaviour justification of behaviour

your right to judgeyour right to judge

8. Separate behaviour and person8. Separate behaviour and person

Most of us take criticism better if it is not personal.Most of us take criticism better if it is not personal.

““Maybe what I did was not good – but it doesn’t mean I’m no Maybe what I did was not good – but it doesn’t mean I’m no good.”good.”

Make sure that the recipient can see this distinction too.Make sure that the recipient can see this distinction too.

Unacceptable BehaviourUnacceptable Behaviour

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Feedback Must Be……Feedback Must Be……

Factual

Clear & Direct

Specific

Timely

Understood & Accepted

Factual

Clear & Direct

Specific

Timely

Understood & Accepted

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Making ChangesMaking Changes What’s easy and what’s not What’s easy and what’s not

Difficult

Easy

Job SkillsTime & WorkManagement

Knowledge Attitude HabitsPersonality

Characteristics

Source: Harvard Business Review

iExpertiExpertConsequences of Poor Consequences of Poor

or or No Feedback……………….No Feedback……………….

Poor performance is repeatedPoor performance is repeatedQuality goes downQuality goes downAssociates don’t improve and learnAssociates don’t improve and learnAssociates may become anxious and Associates may become anxious and uncertainuncertainManagers lose credibilityManagers lose credibilityProductivity goes downProductivity goes downStar performers become discouraged Star performers become discouraged

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Some complaints about Feedback…Some complaints about Feedback…

Not enough feedbackNot enough feedback

Too much feedbackToo much feedback

Too much negative feedback, not enough positiveToo much negative feedback, not enough positive

Unfair feedback (jumps to conclusions)Unfair feedback (jumps to conclusions)

Vague feedback (a look, a comment like “why did Vague feedback (a look, a comment like “why did you do it that way?”)you do it that way?”)

Too hurried or rushedToo hurried or rushed

Feedback too long after the event (happened Feedback too long after the event (happened months ago)months ago)

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