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w8-Actionable feedback: Unlocking the power of learning and performance…
w8-Actionable feedback: Unlocking the power of learning and performance improvement
The Impact of Feedback on Learning and Development
candid, insightful
feedback" extremely important to their development
With constructive feedback, they can learn
soone
useful.
Cognitive and Emotional Dynamics
Emotional Dynamics
many managers are uncomfortable
with the high levels of emotion
react to feedback in unpredictable way
even kill manager :red_cross:
can be very personal
cognitive processes
both managers and subordinates can contribute to
difficulties in giving and receiving feedback
Cognitive and Emotional Dynamics Impacting
Feedback Receivers
Flawed Feedback
limit fb's actionability
Attacks the Person Rather Than the Person's Behavior
be internal (assigning
blame to the person rather than the situation)
strong
defensive emotional reaction.
Without Illustrations
more understandable
lll-Defined Range of Application
problematic behavior is exhibited almost all the
time in almost all situations or whether it is only
exhibited under certain conditions.
produce defensiveness
Unclear Impact and Implications for Action
Vague or Abstract Assertions
makes the feedback difficult to
interpre
background
people tend not to view themselves
accurately, and they are not good at accurately
perceiving how others are seeing them.'
critical feedback is likely to
appear inaccurate, and receivers are likely to disagree
with it.
we tend to see ourselves as
responsible for successes, and blame failures on
others or external forces
high perceived self-efficacy enhances performance
:check:subordinates may
resist feedback not only because feedback seems
inaccurate, but because accepting critiques could
undermine their self-esteem and self-efficacy
:check:cognitive and emotional dynamics
can interfere with the receiver's ability to
process, learn from, and respond constructively to
feedback
craft their feedback carefully
Cognitive and Emotional Dynamics Impacting Feedback Givers
Inference-Making Limitations
people have leamed to be selective
about where they focus their attention
people start with objective data and observations
and then move up the ladder as they select
what data to focus on and how to interpret it.
Attributional Biases
managers are typically biased
toward mag intemal attribution
if the manager's attributions focus
on a stable cause, such as lack of ability or a personality
trait, the feedback may leave the receiver feeling
discouraged about the prospects for change
"false-consensus bias,"
suggests that people overestimate the likelihood that
others will see things the same way they do.
Overconfidence
people often make little distinction between
their own perceptions and reality
it is as if people
are thinking "If it is obvious to me, it should
be obvious to them too."
with the "falseconsensus
bias"
they often do not feel
the need to explain or illustrate how they arrived
at their negative conclusions.
Thus, the inference
making process (as illustrated by the ladder
of inference), bias, and overconfidence create gaps
in perception that lead feedback givers to produce
poor quality feedback and to be unable to see what
is wrong with their own feedback.
Third-Party Perspective Differences
when they are observing the feedback given
by someone else, they are able more easily to recognize
its limitations.
not give feedback as an educator
Strong Emotions Can Impact Ratings and Feedback Formulation and Delivery
managers have unrelated personal problems
and stresses
Interpersonal affect, and to a lesser extent mood,
have been shown to affect performance ratings.35
whether they believe
the subordinat
When feedback
givers make clear that their intent is to develop
employees and coaching is provided to support
that development, employees are especially
likely to use feedback to achieve performance
gains.39 :check:
Producing Actionable Feedback
360-degree feedback
with key person interview
Case #1: "We just can't trust Bill"
He was overly critical, raising
all potential problems he could think of
and did not say anything to acknowledge the
importance of growing through new ventures.
Case #2: "Pat does not stand firm."
Dialogue
Pat had never actually exhibited the quality
that he was perceived as having.
Although he started out blaming
Pat, he eventually ended up taking personal responsibility
for not having tested his attribution
about Pat; and he even provided an opportunity for
Pat to prove himself.
Case #3: "Jane is not a team player and is contenous
Dialogue
feedback giver was mainly concerned
about her behavior within the context of top management
team meetings
Putting This Knowledge to Work: Towards an Actionable Feedback Environment
Feedback Giving Role
a skilled coach or human resource
professional can be very helpful here
3rd party
managers can now have the basic insights
necessary to produce better feedback on their own.
How did I arrive at this conclusion?
What illustrations, examples, etc. would I need
to share with the other person in order for him or
her to understand why I see it this way?
Under what conditions have I observed this behavior?
What do I see as the specific, undesirable consequences
of this behavior?
What would be the most constructive way to
help this person achieve better results?
How might my emotions be affecting my evaluation
and intentions?
formulate feedback starting with "You,"
such as "You are . . .," "You did
understanding the cognitive and emotional
dynamics associated with giving and receiving
feedback puts managers in a better position
to navigate the feedback territory.
Feedback Receiving Role
Could you give me an example of the behavior
that concerns you?
Can you help me understand how you came to
that conclusion?
. Can you help me understand the situations in
which you have seen the behavior and what you
see as the impact?
. Can you clarify
Third-Party Role
objective perspective
Could you give me an example of the behavior
that concerns you?
Can you help me understand how you came to
that conclusion?
. Can you help me understand the situations in
which you have seen the behavior and what you
see as the impact?
Can you clarify what you
1 complication: 3rd PT may not feel knowledgeable or skilled enough to assist, but potential value even if they lack training
Conclusion
cognitive and emotional dynamics lead feedback
givers to produce poor quality feedback
take the adv of fb.
Critical Feedback
giving critical feedback=brutal :unamused:
fails to produce the desired results.
explore
what makes feedback-giving so difficult and
what can be done to make it less painful and more
useful.
feedback giver, feedback receiver, and
third party is important for developing an actionable
feedback environmen