| Feedback is such an important communication | | | | approach is based on specific, sincere |
| tool. Openness, honesty, candor, trust -- all | | | | information. For example: "Mary, when you |
| of these are hallmarks of high performance | | | | presented the results of the team's customer |
| teams and organizations. Good feedback skills | | | | satisfaction survey, your charts were very |
| are essential to any relationship.Feedback is | | | | clear and easy to understand (what). They |
| important because:- It prevents small issues | | | | made it easy to identify which areas we need |
| from festering into unmanageable problems.- | | | | to work on to make our customers happier |
| It builds trust in relationships.- It | | | | (why).."Feedback for Improvement - Feedback |
| promotes personal and professional growth.- | | | | for improvement is given about situations |
| It acknowledges individual and team | | | | which did not go well, or which could have |
| accomplishments.- It clears up | | | | been better. In this case, it's important to |
| misunderstandings.- It is a way to | | | | tell the person specifically what could have |
| acknowledge and recognize team members' | | | | been said or done differently, and why that |
| skills and contributions.As a result, | | | | would have been more effective.The approach |
| effective feedback makes life at work a great | | | | to giving feedback for improvement is:- |
| deal easier and more rewarding.So how do you | | | | Describe what was said or done,- Tell what |
| give someone effective feedback? First, | | | | would have been a better approach, and- Why |
| ensure your intention is to be helpful and | | | | that would have been betterMake sure your |
| supportive, rather than to "slam." Check to | | | | "What, What and Why" approach is based on |
| make sure the person wants and is ready to | | | | specific, sincere information. For example: |
| accept feedback, if you haven't been asked to | | | | "George, when you commented on Ted's report, |
| provide it. Before providing your feedback, | | | | I felt your remarks sounded sarcastic and not |
| ask the person for their assessment of the | | | | specific enough to be helpful (what). If you |
| situation.But, how do you say it? What words | | | | tell Ted exactly what additional information |
| do you use that will ensure the message is | | | | is necessary (what), he'll be able to |
| delivered properly? Be specific. Describe the | | | | incorporate the information you feel is |
| actual behavior you observed, not personality | | | | needed when he revises the report |
| traits. Avoid generalities, vague statements, | | | | (why).."Receiving FeedbackThere's also |
| and inferences. Use "I" statements: I saw..., | | | | special skill required when receiving |
| I heard..., I felt... Describe the impact of | | | | feedback. If you ask for feedback, be sure |
| the behavior on you: "I felt...when you..." | | | | you are ready to receive it. Actively listen |
| Be sincere with your comments. Don't say that | | | | with your full attention. Ask for specific |
| something was good when you don't really | | | | examples of what you did well and what could |
| believe it.It's important to give a balanced | | | | have been better. Ask questions to clarify, |
| mix of both positive feedback and feedback | | | | and paraphrase to check your understanding. |
| for improvement. Try to end with a positive | | | | Don't resist the feedback and avoid being |
| comment. Be sure that the feedback recipient | | | | defensive -- don't explain, rationalize or |
| has understood your comments. Encourage a | | | | justify. Listen for the impact your behavior |
| response.Another important point. Consider | | | | is having on the other person. Consider |
| timeliness. Don't "store up" feedback of | | | | carefully whether, and how you want to change |
| either kind and dump it on a person. Feedback | | | | your behavior. Let others know immediately so |
| is much more effective if provided close to | | | | they can support you. Ask for help and |
| the time the behavior actually occurred.There | | | | assistance, if appropriate. Most importantly, |
| are two types of feedback -- Positive | | | | thank others when they provide you feedback. |
| feedback and feedback for | | | | They have taken a risk to help you |
| improvement.Positive Feedback - Positive | | | | grow.Remember: Feedback is a gift, a unique |
| feedback is information about what someone | | | | learning opportunity. Whether you agree or |
| did well. There's a very simple approach you | | | | not, it has value because it represents a set |
| can use when giving positive feedback.- | | | | of perceptions about you and your |
| Describe what the person actually did or | | | | behavior.Denise O'Berry (aka 'Team Doc') |
| said, and- Why this statement or action was | | | | provides tools, tips and advice to help |
| effective.Make sure your "What and Why" | | | | organizations build better teams. |