118 / TAKING UP YOUR LEADERSHIP ROLE
Providing feedback
Opening the dialogue
Giving feedback is not just about telling
someone what you think. It is a two-way
process that involves listening, asking
questions, gaining commitment to
change, summarizing what has been
covered, and clarifying understanding.
Feedback can be given informally in
reviews or in quick one-to-one meetings.
Many organizations also provide
planned appraisals—regular, formal
opportunities for the exchange of
feedback that can include reviews
of performance, development, or both.
Appraisals happen at least annually and
are usually between the line manager
The ability to both give and receive feedback is an essential leadership
skill. Giving feedback encourages development and innovative thinking
in your team, while knowing how to receive feedback provides an
opportunity to learn more about yourself as a leader and the effect
your behavior has on others.
LISTEN WELL
Be open in any feedback
sessions. Other people will
not approach everything
in the same way as you, so
listen to their suggestions.
Tip
and team member although they can
include others. Feedback from your
boss, your team members, peers, and
customers is termed “360° feedback”;
when segments are omitted (for example,
feedback from customers and peers),
the term is “180° feedback.” Take time to
prepare for a feedback session. Book a
private room to ensure no interruptions.
Always start positively, talk about the
recipient’s achievements: encourage
them to talk about what has gone well.
Avoid the tendency to focus more on
mistakes they might have made than
their strengths; make sure the positive
feedback outweighs developmental
points you bring up by at least 2:1.
360°
Make sure positive feedback
outweighs developmental
points by at least 2:1
Feedback or other
multi-source feedback
is used in about one-third
of US organizations
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PROVIDING FEEDBACK / 119
CONSIDER YOUR
FEEDBACK
View a feedback session
as a learning opportunity.
Even if you are being critical,
explain your point of view
and give suggestions for
improvement. Unskilled
negative feedback will leave
the recipient feeling negative
and demotivated with nothing
to build on except their
feelings of resentment.
Tip
CHECKLIST...
YES NO
1 Are you clear on what you want to say? ...........................................
2 Have you prepared a positive start and end to the feedback? .......
3 Can you be specific in your developmental feedback? ...................
4 Is this the best time to give feedback? .............................................
Preparing to give feedback
Being specific
Feedback needs to be specific. Deal with
one issue at a time rather than trying
to tackle a number of issues at once.
Be clear and direct in your comments:
for example, “The way you gave the
information and drew the diagram was
really helpful to the customer,” or “At
that moment, I thought the customer
was feeling uncomfortable because you
seemed to be imposing your values, not
just giving facts.” General comments,
such as “You were brilliant!” or “That
was awful!” do not give the recipient
any opportunities for learning.
Being realistic
Be realistic when using feedback—only
refer to actions or behaviors that the
person is able to change. You may have
to start with small steps: for example,
“It would help if you smiled more when
you speak. I’m sure this would help our
customers to feel really cared for.” Gain
agreement from each person on small
goals, and praise people for having
reached the standards you have
previously defined.
Skilled feedback gives people
information about their behavior and
leaves them with a choice about how
and if to act on it—change that is
imposed too heavily will invite some
degree of resistance. Finally, always
ask the recipient to summarize the
actions they are going to take as a
result of feedback—this helps you
to double-check their understanding
and commitment to change.
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120 / TAKING UP YOUR LEADERSHIP ROLE
MEASURABLE
In terms of quantity,
percentage, turnover,
or some agreed
qualitative measure.
S M A
SPECIFIC
Clearly expressed and
within the control of
the appraisee.
AGREED
Between the two of you,
rather than imposed.
The best
questions often
start with
“What...?”
because they
make the fewest
assumptions about
the response
Getting SMART—setting realistic objectives
Giving formal appraisals
When giving a formal appraisal, never
show boredom or interrupt. If you find
that you are talking more than the
person being appraised, rethink your
tactics. Use open questions—ones that
demand more than a “Yes” or “No”
answer—to find out what someone is
thinking or feeling. The best questions
often start with “What...?” because they
make the fewest assumptions about
the response, so try:
•
What went well?
•
What have we learned?
Identify activities and training that will
develop the individual in their current
role and prepare them for the future.
Make clear the business case for
any investment in development and
training—does it help meet business,
team, and individual objectives?
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PROVIDING FEEDBACK / 121
Setting SMART objectives
Take time to review the individual’s achievements
since their last appraisal and establish SMART
objectives (see below) for the period until
the next appraisal. Agree with them how and
when you will measure change. There are many
measurement tools at your disposal, including:
observation; discussion during appraisals;
informal one-to-one reviews; team meetings;
examination of business results; other key
performance indicators; surveys; and assessment
against your organization’s competencies.
Closing the appraisal
At the end of the appraisal, it is your turn as leader
to ask for any feedback that might be helpful to your
working relationship. Be sure to follow up on any
support and training you have offered and review
progress against agreed milestones. Throughout
the year, examine how realistic the standards and
deadlines were that you set at the appraisal.
A
R T
TIMELY
With schedules
specified.
REALISTIC
Challenging but
achievable.
99%
of organizations
use performance
reviews or
appraisals
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