Say What ? ? The Value of Timely/Constructive Feedback

1. Say What ? ? The Value of Timely/Constructive Feedback Division of Human Resources Employee Relations/Employee Development Team March 1, 2018 Credit given to Penn State /Office of Human Resources

2. What are your

3. Today’s session will help you to: • Understand why we give and receive feedback • Identify your role and responsibilities related to giving and receiving feedback • Familiarize yourself with best practices • Identify and avoid common pitfalls • Understand how on-going feedback supports our Annual Performance Evaluation Process

4. What is feedback?

5. What is Feedback? • Letting people know in a helpful/constructive way how they are performing their work, and how their performance is being perceived. • Feedback can be given based on any situation: • Positive (letting someone know they're doing well), • Negative (letting people know about ways in which they could do better), • Neutral (objective observation/analysis)

6. Why do we give and receive feedback ? Feedback has a direct impact on our work product: • Provides specific information to help us improve and/or to motivate • Establishes performance expectations from the start • Heightens efficiency (could speed things up) • Strengthens relationships when delivered with intent to reduce resentment, buildup, etc,

7. Tips for Giving Feedback Successfully • Act sooner rather than later • Check your intentions • Dialogue—treat feedback as a shared responsibility • Confirm mutual understanding • & invite new information; • probe for facts • Don’t rely too much on a form • Keep emotions in check • Respect differences

8. Tips for Receiving Feedback Advantageously • Ask for feedback on an ongoing basis. Don’t assume. • Do not reject feedback. Assume best intentions. • Listen for understanding. Clarify what the feedback means. • Respond to feedback. Share your own views. • Jointly agree on ways to improve/identify strengths. • Thank the person for giving the feedback. • Show appreciation.

9. Roles in Giving and Receiving Effective Feedback Operating Standards • Establish a “No Fear” culture where people can feel comfortable sharing and receiving honest feedback • Encourage individuals to model a feedback culture Giver of feedback • Provide clear feedback on an ongoing and often informal basis • Ensure that individuals understands expectations • Reinforce wherever possible with standard protocol/practices Receiver of feedback • Monitor own performance, seek performance information, apprise supervisor of successes, shortcomings, and needs • Be open to feedback (it’s a gift) • Act on feedback received and monitor success and progress Shared Outcome • Agree upon a joint feedback process (i.e., when and how feedback will be exchanged on a one-on-one basis) • Assume best intentions

10. Managing Reactions Actively listen to the individual's perspective, respond to reactions and acknowledgement that the situation exists:

11. Managing Reactions Continued… • When encountering difficult reactions: • Be aware of your own feelings and anticipate how you will respond to the other person’s reactions • Make sure the person knows she/he is responsible for improved performance • Offer support (engage in follow-up, etc) • Actively listen to the other’s perspective • Gain acknowledgement that the situation exists • Stay firm in your decision • Helping an individual modify their behaviors is a process that is rarely completed in a single meeting. • Continue to monitor and work with the person afterward to enhance and sustain their acceptance and ownership of their performance

12. Video: “It doesn’t matter what you say”https://www.youtube.com/watch?v=stihjalAfIk Reactions?

13. How to Improve the Quality of Feedback Conversations • Are in the past • Are actions you completed • Are exactly what others saw, heard, etc. • Are not assessments • Are explicit or implicit • Change over time • Build on our personal and professional histories • Are the foundation for effective feedback OBSERVATIONS Neutral facts or occurrences(behaviors and outcomes) EXPECTATIONS Desired behaviors and outcomes • Are unavoidable • Are not facts • Are not observations • Often create resistance • Can produce a sense of urgency • Should be “owned” by the giver ASSESSMENTS Personal interpretationsor evaluations of a set of observations CONSEQUENCES/ OUTCOME Known or possible effects of continued behavior • Are “desired” and “undesired” • Are known or possible • Often initiate action • Affect your work and interaction with others

14. Expectation • Tiffany, your responsibility is to answer the high volume of phone calls our department receives. Observation (facts) • I see you answer the phones in a timely and professional manner and are able to answer/resolve the caller’s questions. Positive Situation Performance Feedback Example Assessment • You are demonstrating excellent customer service to the caller and also representing our department very well. Thank you for this. • I’m going to share with the team your professional messaging and proactive customer service model. Consequences/Outcome

15. Expectation Jim, written communications without grammatical errors is an essential component of your job responsibilities. Observation (facts) I have received 10 emails written by you and sent to colleagues and vendor with several grammatical and financial errors. Negative Situation Performance Feedback Example You are not paying attention to detail and are not focused when writing emails and/or internal communications. Assessment Consequences/Outcome • The errors in your communication can result in a negative image of our department and may produce a financial cost to the college. You are expected to take the time to review all your correspondences, prior to sending.

16. Group Exercise 1) Positive Performance Feedback: Scenario: Finished an assignment on time 2) Negative Performance Feedback: Scenario: Is always late to work • Expectation: • Observation: • Assessment: • Consequences/Outcomes:

17. Reasons for not giving feedback?

18. Avoid Common Pitfalls • Lacking the courage to differentiate performance, either to avoid morale problems or to avoid having difficult conversations • Reluctance to discuss problems in a timely manner • Looking only at extreme behavior, whether good or bad, and ignoring all other efforts • Comparing people to each other rather than against their own goals/ expectations • Giving feedback without inviting and listening to the employee’s comments • Jumping to conclusions or making evaluations without facts • Not confirming mutual understanding of expectations in the first place

19. Feedback Checklist – See Bookmark • Feedback for You (Receiver) • How often do you ask for feedback? • Do you ask for more details and examples? • Do you get defensive? • Are your feedback conversations thorough? • Do you ensure that you are clear on expectations? • Do you set goals for improvement? • Do you follow up to get additional feedback on your progress? • Feedback from You (Giver) • Do you offer feedback often/regularly? • Do you provide feedback within a short time after an event? • Do you provide clear expectations? • Are your observations based on work, not the person(ality)? • Do you communicate your analysis with facts of the issue? • Are your feedback conversations thorough? • Do you hold back in anticipation of conflict in the individual’s response? • Do you feel that feedback is a burden?

20. Feedback supports our Annual Performance Process • Feedback ties into: • Establishing goals & objectives • Aligning goals with College & departmental goals (Strategic Plan) • Assessment of the level of achievement • Identifies strengths, opportunities for improvement, and development

21. Employee Relations Team Laura A. Marks Director, Employee Relations & Employee Development Email: lmarks@mdc.edu Ext. 70289 Fax: 305-237-0946 Clive R. Bridges Employee Relations Officer Email: cbridges@mdc.edu Ext. 70290 Fax: 305-237-2513 Susan Diaz Employee Relations Officer Email: sdiaz10@mdc.edu Ext. 70217 Fax: 305-237-2928 Sylvia Willin Employee Relations Officer Email: swillin@mdc.edu Ext. 70266 Fax: 305-237-2068

22. Thank you • Call us early, call us often