Giving And Receiving Feedback - Boston University

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Step4Giving and ReceivingFeedback“Humans are a profoundly social species with an innate needto understand our social environment, know what other peoplethink of us, and compare our abilities with those of others.” Groysberg & AbrahamsThe ability to give and receive constructive feedback is an essential skill for today’sworkers, as collaboration is fundamental to most employment relationships. Feedback,therefore, is a necessary as part of the team experience. When we discuss feedback, weare talking about developmental feedback on performance, rather than evaluation ofperformance (which is discussed in Step 6). When giving developmental feedback, the goal is tohighlight both positive aspects of performance as well as areas for performance improvementsuch that both individual and team performance can be increased. To that end, we will introduceyou to the “Plus/Delta” ( /Δ) model for providing feedback.Why Do We Give Feedback?Giving and receiving feedback is an exercise that people both fear and want. Feedback has thepower to affect our effort, commitment, motivation, morale, and relationships either negatively orpositively1. With this in mind, it is important to develop skill in both giving and receiving feedbackwhen it comes to working on teams or in groups, and especially when managing others. Goodfeedback aligns people: it helps everyone to check their own perceptions of their individualperformance by comparing them with the observations of others. A feedback session should beaimed at improving individual performance, with the goal of making the team function moreeffectively by improving the work and effort of each individual.Groysberg, Boris, and Robin Abrahams. "The Whys and Hows of Feedback." Harvard Business SchoolBackground Note 416-013, August 2015. (Revised February 2017.)1Page 43Page 43

How Do We Give Feedback?Beginning a feedback session with positive comments is something that many people donaturally, and there is science to support the effectiveness of this practice. By providingpositive comments first, you are practicing what Glaser & Glaser call “conversationalintelligence”, raising the levels of oxytocin in the brain, and improving your teammate’sreceptiveness to constructive feedback that may follow.2 It is important that positivecomments are sincere, however, as those that are perceived as not being genuine to do notproduce the same benefits. Alternatively, beginning with negative comments can cause arecipient to shut down, and feel criticized by teammates.For this reason, the Plus/Delta model of giving feedback is a great way to build rapportand trust into what can be an intimidating exercise3. The “plus” refers to positiveperformance- things that you see your teammate doing well and want to recognize. “Delta”is the Greek symbol for change, and represents constructive feedback – those aspects ofperformance and behavior that you would like to see changed. Note, the model specificallyfocuses on change, rather than “negative feedback.” This helps you to frame your commentsin a helpful, constructive, forward-looking way, rather than simply pointing out what youthink is wrong. Using this framework, you begin by offering Pluses (or positive comments)for your teammate, and then provide Deltas (constructive comments). Here is a generalstructure for Plus/Delta feedback:Plus ( )What did the person do well?Delta (Δ)What actions need to change?Which actions should be repeated in thefuture?How (specifically) should actions/behaviorchange?While it may be tempting to provide these types of comments exclusively in writing (or let yourTLA comments stand by themselves), it is important to remember that good feedback is an ongoingconversation, not one-way delivery of thoughts and ideas. For this reason, it is very important tohave a face-to-face meeting when giving feedback. However, it can be very helpful to keep a journalof your observations about team member behavior in order to prepare for a feedback meeting.When it comes to both written feedback, and a face-to-face discussion of feedback there are someimportant guidelines to keep in mind while giving feedback and when receiving it.2Glaser & Glaser. The Neurochemistry of Positive Conversations. Harvard Business Review. 12 June 2014Outward Bound USA, Ed. Rob Chatfield. Leadership the Outward Bound Way: Becoming a Better Leader in the Workplace, in theWilderness, and in Your Community. The Mountaineers Books, 2007.3Page 44Page 44

General Guidelines for Effective Feedback4Giving Feedback1. Feedback must be helpful. Make sure that the comments you are planning to provide willbe helpful to the recipient. The following three things are necessary: The receiver must understand what you are saying. He or she must be willing and able to accept it. Both the giver and the receiver must be able to do something about it.2. Do not evaluate. Instead, describe behaviors and their effects on you and/or your teamfrom your perspective. Use “I” or “we” messages. For example, say: “When you do this,I feel.” or “When you do this, we fall behind schedule because.” Do not say things like:“You have a bad attitude” or “You’re lazy.” Such phrases are evaluative and most likelywill produce defensive reactions.3. Provide specific examples as evidence. The more recent the examples, and the better theyillustrate the behaviors and their effects.4. Share your thoughts and opinions as your own perceptions, not absolute truth.5. Keep in mind that the receiver must be able to take concrete action based on the feedback.6. Indicate a sincere willingness to help. It is difficult to change behaviors. As a manager, andoften as a team member, you must be willing to work with a person and make him/herimmediately aware of behaviors that require change. In this way, you will help him/herdevelop. Be tolerant of recurrent behavior, but expect it to decrease in frequency.Receiving Feedback1. Try to understand feedback. Listen to the person giving you feedback, and try not tointerrupt.2. Try to avoid becoming defensive. This can be difficult, especially if the person givingthe feedback is not highly skilled. You may have different perceptions of yourself, but itis important that you understand the perceptions of others.3. You will gain more from feedback if you assume the feedback giver is trying to behelpful.Adapted from John Anderson, Giving and Receiving Feedback, in Leonard Schlesinger, Robert Eccles, and JohnGabarro, eds. Managing Behavior in Organizations, (New York: McGraw Hill Inc.), and Steven B. Wolff, ManagingTeam Performance,(Williamstown, MA: The Rappay Group, 1994).4Page 45Page 45

4. If the feedback is not clear, ask for clarification and examples.5. Summarize by rephrasing the feedback. Ask the feedback giver to confirm that you haveheard correctly.The ProcessHere is one option for approaching feedback during a team meeting:1. Select your first recipient2. Each team member gives feedback to the recipient, making sure each person speaksup and shares comments in his or her own words3. Allow the recipient time to ask questions and get clarification on feedback4. Discuss actions for improvement, and agree on steps to be taken in the future5. Move on to the next recipient, and repeat the same process.Once everyone has given and received feedback – team members should discuss thefollowing: How do you feel about the process? What specifically were you feeling when youwere giving or receiving feedback? What worked well? What didn’t work so well? What might you do to make the process more effective?Remember, feedback should be an ongoing conversation—you will need to schedule regulardiscussions to make sure that your team continues to function effectively.A Note Regarding Feedback in the TLA Application:The feedback process is a structured learning process, and should address the performanceexpectations you established in your Team Contract. The TLA Feedback form focuses on twobroad performance areas: Contribution to Content/Task Accomplishment of the team, andContribution to Process/Leadership of the team.Since the feedback process is designed to improve performance, the written feedback you providein TLA (ratings and comments) is not anonymous. Feedback that is provided through the TLAFeedback Form is identified by name, and is available to the instructor.Page 46Page 46

Assignments:So how do we begin the feedback process?Assignment #1 by yourself: Complete the Team Peer Feedback Form on the TLA bythe deadline provided by your instructor. (Alternatively, if your faculty prefers, you cancomplete a paper copy using the questions provided below.)Assignment #2: After you have had your face-to-face feedback discussion with yourteammates, complete the Action Plan Worksheet.Page 47Page 47

PEER FEEDBACK WORKSHEETThis instrument is used to give performance feedback to all team members and contains the samefeedback questions as the online Feedback Form. Contribution to Content/TaskAccomplishment and Contribution to Process/Leadership are assessed. You are asked to rateeach of your team members and yourself using the 5-point scale listed below.Be sure your assignment of scores differentiates between the level of performance and behaviorof individual team members. For example, if a team member is a good listener, yet anothermember is a better listener, they should receive different ratings.Contribution to Task AccomplishmentFor each question below, rate each team member, including yourself on the following scale:Almost Never (1)Seldom (2)Sometimes (3)Often (4)Almost Always (5)Question 1: Shows initiative by doing research and analysis, takes on tasks.Question 2: Prepares for and attends scheduled meetings.Question 3: Makes positive contributions to meetings and helps team achieve objectives.Question 4: Reliably fulfills assignments and work is of high quality.Question 5: Contributes ideas to team's analysis and to my learning of course concepts.Contribution to LeadershipFor each question below, rate each team member, including yourself on the following scale:Almost Never (1)Seldom (2)Sometimes (3)Often (4)Almost Always (5)Question 6: Keeps team focused on priorities.Question 7: Supports/coaches/encourages team members.Question 8: Listens carefully to contributions of others.Question 9: Manages conflict effectively.Question 10: Demonstrates effective leadership on the team.Page 48Page 48

Written CommentsQuestion 11: For each member of your team, comment and give specific examples of Contributionto Content/Task Accomplishment (e.g., shows initiative, attends meetings, makes positivecontributions, helps team achieve objectives, is reliable, contributes quality work, contributes tolearning of course concepts)Question 12: For each member of your team, comment and give specific examples of Contributionto Process/Leadership (e.g., keeps team focused on priorities, supports, coaches and encouragesteam members, listens carefully, manages conflict effectively, demonstrates effective leadership)Question 13: Additional Comments: For each member of your team, provide any additionalcomments and examples to help clarify the feedback and ratings.Page 49Page 49

ACTION PLAN WORKSHEETSummary of my feedback from teammates:StrengthsAreas for DevelopmentWhich behavior/behaviors doI want to change or improvemost?Why?What will be my payoff?What potential obstaclesstand in my way?What are the specific things Iwill do to improve?When will I do them?How and when will I measuremy success?Page 50Page 50

5. Summarize by rephrasing the feedback. Ask the feedback giver to confirm that you have heard correctly. The Process Here is one option for approaching feedback during a team meeting: 1. Select your first recipient 2. Each team member gives feedback to the recipient, making sure each person speaks up and shares comments in his or her own words 3.