GIVING AND RECEIVING FEEDBACK PRIMER
A McKinsey (2001) survey of 6,900 managers at 56 large and midsize U.S. companies found that organizations can achieve competitive advantage through better talent management. The highest ranked companies said that the strength of their talent pool was among the top three priorities of senior leaders. McKinsey propose that managers must rebuild their recruiting strategies; create plenty of opportunities for development; and learn to identify their A (as well as their less capable) performers and invest in them appropriately. In particular, they must pay greater attention to measuring performance and feedback. In this survey, 89% of respondents said that candid feedback was important, but just 39% said they had received it. Tolerating under-performers carries a high price - 58% of senior and midlevel managers reported that they have worked for an under performing manager with the following results:
• 76% said this prevented them from learning
• 81% said it hurt their career
• 82% said it prevented them from making a contribution to the bottom line
• 86% said it made them want to leave the company
The same survey found that good people are great for business. Based on mean responses from 410 corporate officers to the question of “how much more does a high performer generate annually than an average performer?” the survey proposed that high performers increased revenue in sales roles by 67%; increased profit in general management roles by 49%; and increased productivity in operations roles by 40%. Consequent improving performance is of critical importance to business outcomes.
Jack Welch from G.E. advocates frequent employee evaluations -- he gave his own division heads four reviews a year. “Never give anyone a raise (or stock option or bonus) without a small sheet of paper on how well they did or how they can improve,” says Welch. He admits some of his personnel ideas make people uncomfortable: in particular, his notion that 10% of employees will never succeed, and should be shown the door as expeditiously as possible. “You’ve got to believe that the team that fields the best players wins. If you tell the bottom ten where they stand, that it’s time to look for something else, that’s considered cruel management.” But, says Welch, it’s far crueller to let people hang on and then get cut later in their careers when they’re less likely to find other work. If you would like to hear more about the approach used at G.E. go to http://mitworld.mit.edu/video/260/
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning. Feedback is a way to let people know how effective they are in what they are trying to accomplish, or how they affect you. It provides a way for people to learn how they affect the world around them, and it helps us to become more effective. If we know how other people see us, we can overcome problems in how we communicate and interact with them. Feedback is a must for people who want to have honest relationships. As a powerful and important means of communication, feedback connects us, and our behavior, to the world around us. Of course, there are two sides to feedback: giving it, and receiving it.

Receiving Feedback

In the first moments when you realize that you are being criticized your heart beats faster, skin temperature goes down and you even lose peripheral vision. Because you feel under attack, you feel like retaliating or withdrawing (fight or flight response).
Some people experience feedback as pure criticism and don't want to hear it. Others see it as spiritually crushing; a confirmation of their worthlessness. Still others only want to hear praise, but nothing that might suggest imperfection.
That's not the case for everyone, of course. Some people are willing to accept feedback and seek it out, even if it is sometimes disturbing, because they believe they can grow from it.
It comes down to whether you believe feedback will harm you or benefit you. This is not to say that we should always have to accept feedback or the manner in which it is sometimes given. We all have the right to refuse feedback, and we can expect feedback to be given in a respectful and supportive manner.

Negative way to receive feedback

|[pic|Defensive: defends personal actions, frequently objects to feedback given. |
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|[pic|Attacking: verbally attacks the feedback giver, and turns the table. |
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|[pic|Denies: refutes the accuracy or fairness of the feedback. |
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|[pic|Disrespectful: devalues the speaker, what the speaker is saying, or the speaker's right to give feedback. |
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|[pic|Closed: ignores the feedback, listening blankly without interest. |
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|[pic|Inactive listening: makes no attempt to "hear" or understand the meaning of the feedback. |
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|[pic|Rationalizing: finds explanations for the feedback that dissolve any personal responsibility. |
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|[pic|Patronizing: listens, but shows little interest. |
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|[pic|Superficial: listens and agrees, but gives the impression that the feedback will have little actual effect. |
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Positive way to receive feedback

|[pic|Open: listens without frequent interruption or objections. |
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|[pic|Responsive: willing to hear what's being said without turning the table. |
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|[pic|Accepting: accepts the feedback, without denial. |
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|[pic|Respectful: recognizes the value of what is being said and the speaker's right to say it. |
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|[pic|Engaged: interacts appropriately with the speaker, asking for clarification when needed. |
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|[pic|Active listening: listens carefully and tries to understand the meaning of the feedback. |
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|[pic|Thoughtful: tries to understand the personal behavior that has led to the feedback. |
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|[pic|Interested: is genuinely interested in getting feedback. |
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|[pic|Sincere: genuinely wants to make personal changes if appropriate. |
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"AAA" Approach to Responding to Criticism

Step One: Acknowledge the feedback
Acknowledge that you heard the person, with a pause (buys time for both to cool off), nod, or verbal acknowledgment that demonstrates that you heard them. Whether the criticism is "justified' or not, if you attempt to avoid discussing it, it will loom larger in everyone's minds that heard it and stick to you like fly paper, as you attempt to move on. Do not disagree or counter- attack. Prove that you have heard his comment. Perhaps say "I understand you have a concern" rather than "You shouldn't have . .. ." ). Avoid blaming or "bad labelling" language such as "That's a lie" or "You don't know what you are talking about." You will only pour hot coals on the fire and harden the person into their position so she will want to elaborate.
If someone is verbally dumping on you, do not interrupt, counter, or counterattack in midstream, or you will only prolong and intensify their comments. When they have finished, ask "Is there anything else you want to add?" Then say, "What would make this situation better?" or "How can we improve this situation in a way you believe we can both accept?"
When criticized, you are more likely to find resolutions sooner when the other person trusts your positive intent. Demonstrate your willingness to find a compromise and ability to be genial even and especially if you don’t like the person or the situation. Often the best solution to a criticism leaves both parties a little unhappy but not enough to retaliate later on. You are both somewhat satisfied and willing to move on.
Step Two: Get more information
Ask for more information so you both can cool off more and stay focussed on the issue, not the feelings or personalities. Go slow to go faster later in reaching agreement about how to resolve the criticism. Try to "warm up" to the part of the person you can respect -- focus on it mentally and refer to it verbally: The more fully the other person feels or hears, the more likely that he will be receptive to your response, whether it is to agree or disagree.
Ask them to propose a solution to the issue they have raised. If they continue to complain or attack, acknowledge you heard them each time and, like a broken record, repeat yourself in increasingly brief language variations: "What will make it better?" State your view and what you would like from them. if they disagree, then ask, "What would make this situation better for both of us?" Move the other person from a mode of criticizing to problem solving. If she or he continues to criticize, act like a broken record. In a calm voice, again acknowledge and ask more briefly: I understand you have a concern and we disagree. What would make it better for us both?" If the other person continues on the downward track of criticism, say, "I want to find a way to resolve your concern. When do you want to talk about it next?" Then you can remove yourself from the tone of that discussion and put the other person in the position of initiating follow-up.
What if you believe another person is actually lying to you? Whenever you have reason to believe someone is lying or not making sense, you will not build rapport by pointing it out to them. Allow them to save face and keep asking questions until you lose imagination or control. Say, for example, "How does that relate to the . . ." (then state the apparently conflicting information). You might find you were wrong, and thus you "save face." Or, by continued non threatening questions, you can "softly corner" the other person into self-correcting, which protects your future relationship.
Step Three: Give feedback on the feedback
Add your own feedback, asking permission first. If you believe the comments are accurate, then say so. If an apology is in order, give it sooner rather than later. Then say what you plan to do differently to respond to the criticism. Ask for their response to your comments and again thank the person for being thoughtful in offering them. The sooner you verbally agree, if you find truth in the criticism, the more likely that you will engender respect from the other person and any others who witness the interaction. In fact, if you tell others who are important to that person that you were wrong and appreciate his pointing it out to you, you will feel and appear more comfortable with yourself.
If, on the other hand, you disagree with the comments, say "May I tell you my perspective?" This sets the other person up to give you permission to state your view as you have been willing to listen to theirs.

Giving Feedback

The other end of feedback is giving it. Some people deliver feedback with relish; after all, it's easier to give advice than take it. Some use feedback as a weapon, or offer it as tit-for-tat. For others, feedback is a great way to be critical.
How you deliver feedback is as important as how you accept it, because it can be experienced in a very negative way. To be effective you must be tuned in, sensitive, and honest when giving feedback. Just as there are positive and negative approaches to accepting feedback, so too are there ineffective and effective ways to give it.

Ineffective/Negative Delivery

|[pic|Attacking: hard hitting and aggressive, focusing on the weaknesses of the other person. |
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|[pic|Indirect: feedback is vague and issues are hinted at rather than addressed directly. The feedback speaks for others; is |
|] |exaggerated with generalities; and goes on too long |
|[pic|Insensitive: little concern for the needs of the other person. The feedback uses inappropriate humour |
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|[pic|Disrespectful: feedback is demeaning, bordering on insulting. |
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|[pic|Judgmental: feedback is evaluative, judging personality rather than behavior. The feedback judges individuals rather than their |
|] |actions. The feedback focuses on the motives behind the behaviour |
|[pic|General: aimed at broad issues which cannot be easily defined. The feedback is too vague |
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|[pic|Poor timing: given long after the prompting event, or at the worst possible time. |
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|[pic|Impulsive: given thoughtlessly, with little regard for the consequences. |
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|[pic|Selfish: feedback meets the giver's needs, rather than the needs of the other person. |
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Effective/Positive Delivery

|[pic|Supportive: delivered in a non-threatening and encouraging manner. |
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|[pic|Direct: the focus of the feedback is clearly stated. Own the feedback -- Use ‘I’ statements. |
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|[pic|Sensitive: delivered with sensitivity to the needs of the other person. |
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|[pic|Considerate: feedback is intended to not insult or demean. Focus on behavior rather than the person. Be descriptive rather |
|] |than evaluative. |
|[pic|Descriptive: focuses on behavior that can be changed, rather than personality. |
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|[pic|Specific: feedback is focused on specific behaviors or events. Be specific -- Avoid general comments and clarify pronouns such |
|] |as “it,” “that,” etc. Avoid generalizations - notice “all,” “never,” “always,” etc. |
|[pic|Healthy timing: given as close to the prompting event as possible and at an opportune time. |
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|[pic|Thoughtful: well considered rather than impulsive. Be clear about what you want to say. |
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|[pic|Helpful: feedback is intended to be of value to the other person. Refer to behavior that can be changed. |
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Use the Situation – Behaviour – Impact (SBI) Model

For each strength or opportunity for improvement give specific behavioural feedback by communicating the Situation, Behaviour, Impact and if possible, Recommended New Behaviours. See examples below.
Example 1. Does not pay attention
SITUATION: At the team meeting you chaired at 9am, when I was explaining my key priorities
BEHAVIOR: I noticed you look at your watch a number of times. You tapped your pencil loudly on the table and shifted from side to side in your seat. You also nodded to people as they passed by your office door.
IMPACT: I didn’t feel that I had your whole attention and the impact on me was that I felt you weren’t interested in what I had to say.
NEW BEHAVIOR: (If possible recommend a new behaviour. Consider what you would like the person to STOP or START doing in the future). I would like you to look like you are paying attention by keeping your focus on me when I am speaking.
Example 2. Excellent Greeting
This morning when I met you I observed that you smiled, greeted me, shook my hand, and asked how my new job was going. This made me feel welcome and that you were interested in me and how I was going.
Example 3. Fails too many students
You failed half of your students in last term’s HRM class. Many students complained about this and said that your teaching was ineffective and that you gave them an unsatisfactory explanation for their failed essays and exams. This has a significant impact on students and the University. A lot of time is taken to handle student complaints and remark assignments and exams. Secondly, your subject’s reputation amongst students and staff is poor. This limits student enrolments in your course and the willingness of program directors to use you in their courses. Consequently there is a limited amount of work available for you to do. This has implications for the University and the renewal of your contract. In the future I would like you to maintain a 65% mean for each class and give detailed and specific feedback on failed assignments.
Proforma is available on the next page.

Bibliography:

Phil Rich, Ed.D., MSW. http://www.selfhelpmagazine.com/articles/growth/feedback.html. Downloaded 06/01/06

Kare Anderson : The "Say It Better Expert" in how you persuade, resolve conflict, sell and build relationships. http://www.fastcompany.com/online/17/feedback.html. Downloaded 06/01/06
Axelrod, E., Handfield-Jones, H. and Welsh, T. (2001) War for talent, part two. http://www.careersaver.com/images/wata01.pdf. Downloaded 06/01/06
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