Giving Feedback
Providing feedback is an authentic, non-judgmental, and constructive process that allows the receiver of the feedback to understand what behaviours and actions are helping and hindering their success. Feedback should always include specific details that will help the person better understand the impact and outcome that she / he is contributing to.
Give feedback under these conditions only:
You are prepared to be constructive.- You are not emotionally invested.
- You can step into the other person’s shoes.
- You have rehearsed and can be brief.
Part 1: Supportive or Appreciative Feedback:
Supportive feedback reinforces behaviour that is effective and desirable. Managers often assume that good performance is to be expected and only bad performance should be followed with feedback. Managers should discuss what the employee is doing well, thus highlighting characteristics of strong and desired performance.
- Acknowledge people as soon as possible after you observe desired performance. Timing is critical to reinforce behaviour and encourage more of the same.
- Be authentic. Provide positive feedback when you can genuinely appreciate the behaviour otherwise you run the risk of appearing patronizing.
- Be specific; avoid generalities. “Thank you” and “great work” alone are insufficient. What exactly do you appreciate and why? Provide examples and details of how their actions contributed to desired performance.
- Give feedback in person when able. Email or phone messages can be used only when too much time will lapse between in-person opportunities.
- Be supportive. Do not follow positive feedback with a “but” comment.
|
Instead of this: |
Try this: |
| “You were great in that meeting, thanks.” | “When you were clear and concise while explaining your idea at the meeting, it really helped the management team to focus on and understand the benefits of your proposal more clearly. That will help us make a better decision for the programme. I appreciate how well you prepared” |
| “You really handled that tough situation with the client well. Thanks, you’re awesome!” | “I really want to tell you how well you handled the client’s problem. You were able to calm him down by being patient and he could see that you were willing to take the time to help him. That helped get to the right resolution, ultimately allowing him to find the services he needs.” |
| “Thanks for keeping the bathrooms clean.” | “I want to thank you for keeping the bathrooms really clean. Our residents are dealing with a very tough time in their lives and having a comfortable clean environment means a lot to
them and it conveys the care and respect we have for them.” |
EXERCISE: Identify a time you should have given someone supportive feedback.
See attached “Annexure E”.
Part 2: Corrective/Developmental Feedback
Corrective feedback addresses behaviour that does not meet expectations, is ineffective, or inappropriate. Feedback should address the behaviour of the person, not the character of the person. Provide feedback as soon as possible after you observe the undesirable performance and allow adequate time for the conversation. Be sure that the feedback is always given in private.
- Provide the feedback as soon as possible after you observe the specific behaviour. Timing is critical to ensure that both parties have as a clear memory of the behaviour and situation.
- Connect the behaviour to the impact. Understand that your feedback will have greater influence if the person understands how his/her action impacts the performance of the organisation, it’s not “just because you want it that way.”
- Be specific; avoid generalities. Describe what you saw or observed and give details of how those actions contributed to the situation that is not meeting expectations.
- Give feedback in person where possible. Consider the person and the circumstances; ensure that he or she is in a confidential environment.
- Be prepared to engage in problem solving or discussing solutions if appropriate.
- Express confidence (positive statement) that the person can correct her / his behaviour. Not to be mistaken for positive feedback.
A few “don’ts”:
- Don’t apologize for giving negative or corrective feedback. This can undermine your message. In other words, you are not sorry so why are you apologizing?
- Don’t use the “sandwich” approach. This dilutes your primary message and can send mixed messages.
- Don’t avoid giving feedback. Give the person the chance to correct behaviours before the issue becomes a bigger problem.
Examples:
“James, I would like to speak with you for a moment about today’s meeting with our funder. Prior to the meeting, you did not provide an agenda and reference materials which are necessary to ensure that we have everything we need for a focused and productive conversation. Preparing that way is the level of professionalism that is expected. All our funders are critical partners to us, and we need to always adhere to a high standard when we engage with them. I know you care deeply about our reputation and funder relationships; I appreciate your willingness to work on this next time. “
“Malia, when we don’t know that you’re going to be late it doesn’t give us enough time to cover reception. Today we ended up opening late and our clients were waiting outside the clinic. This impacted the day’s appointment schedule, and several other staff members were not able to take their lunch break. This caused stress for the staff and for the clients too. We understand that there are times when schedules need to be adjusted; however, our expectation is that you tell us ahead of time so we can make other arrangements. Thanks for understanding and for ensuring that you can meet this need.”
EXERCISE: Identify a time you should have given someone corrective or developmental feedback.
See attached “Annexure F”.