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Giving and receiving feedback daths cpd
This document discusses giving and receiving feedback. It covers: 1. The benefits of feedback such as improved performance and building better relationships. 2. Different learning styles like activists, reflectors, theorists and pragmatists and how these may impact receiving feedback. 3. Tips for both giving and receiving feedback effectively, including being specific, focusing on behavior not personality, and using active listening skills. 4. Potentially difficult scenarios for giving feedback and things to watch out for like biases. Regular practice is emphasized for developing feedback skills.
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Giving and receiving feedback daths cpd
- 1. Giving and ReceivingGivingand Receiving FeedbackFeedback Ann Marie O’Grady, B.Physio, MISCPAnn Marie O’Grady, B.Physio, MISCP Physiotherapy ManagerPhysiotherapy Manager April 2007April 2007 DATHs CPD Group “Train the Trainers” DayDATHs CPD Group “Train the Trainers” Day
- 2. Acknowledgements • Personal DevelopmentPlanning Guidelines and Workbook - Office for Health Management • Learning Styles Questionnaire – Honey and Mumford
- 3. Overview • Benefits offeedback • Learning/Learning Styles • Giving and Receiving Feedback • Difficult Situations/Things to Watch Out For
- 4. Benefits of Feedback •Improves performance • Provides information and insights • Builds better working relationships • Promotes a more open working environment • Increases job satisfaction
- 5. Learning • Learning fromexperience is fundamental • Need to supplement intuitive learning with elements that are more conscious and deliberate • People have different preferential ways of learning – this may impact on: – How they hear feedback – How people interact with each other
- 6. Learning Styles • Activists •Reflectors • Theorists • Pragmatists
- 7. Activist Like: – To thinkon their feet – Short sessions – Variety – Opportunity to initiate – To participate and have fun
- 8. Reflectors Like: • To thinkbefore acting • Thorough preparation • To research and evaluate • To make decisions in their own time • To listen and observe
- 9. Theorists Like: • Concepts andModels • To see the overall picture • To feel intellectually stretched • Structure and clear objectives • Logical presentation of ideas
- 10. Pragmatists Like: • To seerelevance of their work • To gain practical advantage from learning • Credible role models • Proven techniques • Activities to be real
- 11. Exercise 1. What feedbackhave you had that was useful – Why? 2. What was counterproductive – Why? 3. How did YOU react to receiving feedback – Why?
- 12. Receiving Feedback • Tobe successful, receivers should feel that they can: – Volunteer their ideas and opinions – Discuss problems and express personal feelings freely – Recognise their performance shortcomings – Discuss their job performance objectively – Accept suggestions and forward direction
- 13. Receiving Feedback • Lesslikely to be effective if receivers feel: – Defensive – Hostile – Too self confident – Hesitant to air their complaints or discuss problems openly – That they don’t want the feedback or aren’t ready to receive it
- 14. Dos and Don’tsof Giving & Receiving Feedback Do • Accept and clarify praise • Repeat positive behaviours • Accept and clarify criticism • Suggest and identify ways forward • Ask “What can I learn from it?” • Ask “How can I use this information?” Don’t • Accept vague praise • Minimise or argue praise • Argue or contradict criticism • Overreact emotionally • Belittle the feedback giver • Treat it as absolute truth
- 15. Exercise: Giving Feedback • Whatsituations/opportunities are there in your job to give feedback? • Who should you give feedback to? • When should you give feedback?
- 16. Giving Positive Feedback Dos •Be specific and sincere • Give attention to progress • Praise efforts and achievements • Acknowledge improvements in poor performance Don’ts • Praise vaguely/generally • Add “But” • Over praise • Patronise • Be begrudging
- 17. Feedback on Areasfor Development Dos • Ask first • Limit to a few points only • Discuss problems early • Confront the issue, not the person • Identify consequences of behaviour • Ask for ideas on how to address problems • Use positive language • Ensure a two way process Don’ts • Generalise e.g. “you’re always late” • Be biased • Be judgemental, using words such as “worst “ or “bad” • Focus on personality issues
- 18. Active Listening • Showinterest • Don’t interrupt • Clarify and check understanding • “Knowing what others have said and what they meant to say” • “Leaving people comfortable that they have had their say”
- 19. Questioning Skills • Open •Probing • Gauging • Cueing • Interjecting
- 20. Exercise • What situation(s)do you think might be the most difficult for you to give or receive feedback in?
- 21. Things to WatchOut For • First impressions • Halo effect • Horn effect • Comparing + contrasting • Being overly lenient/harsh
- 22. Potentially Difficult Scenarios •Quiet, unassertive • Under performer • High flyer • Overstater • Cynical • Emotional • Friend
- 23. Remember: Any New SkillTakes Practice !!!
Editor's Notes
- #5 No-one does a perfect job 100% of time. Everyone can improve. Without feedback you are contributing to someone’s failure/suboptimal performance
- #6 If you were unable to learn from experience you would: Never Acquire any knowledge or skills Make the same mistakes over and over again Be incapable of adapting to change HOWEVER while can learn intuitively there are difficulties with it and it does need to be supplemented with learning that is more conscious and deliberate – FEEDBACK IS AN IMPORTANT ELEMENT OF THIS
- #7 This is used to identify how a senior/clinical specialist and a staff grade are likely to work together and how various learning opportunities can be optimised by individuals. It is on the first page of the Staff Grade Rotational and Competency Assessment form. Just an indication: Everyone has a mix of all 4 styles Some style(s) will be more dominant and people prefer to work in this style Ideally an equal mix of all styles would be great, no one style dominating For development purposes – may need to work on developing the less dominant side of their style.
- #8 Like to take direct action Enthusiastic Less interested in past or putting things into broader contexts Like to try things out Like being centre of attention
- #9 Like to think about things in detail before taking action Thoughtful approach Good listeners Low profile Read and re-read Happy to repeat piece of learning
- #10 Like to see how things fit into an overall pattern. Logical and objective ”systems“ people who prefer a sequential approach to problems. Analytical Pay great attention to detail Tend to be perfectionists
- #11 Like to see how things work in practice Enjoy experimenting with new ideas. Practical Down to earth Like to solve problems. Appreciate the opportunity to try out what they have learned/are learning
- #12 Reactions to feedback – YOURS: Your reaction dictates whether feedback makes any impact on your personal development. Try and identify patterns in your reactions – note any unhelpful /adverse reactins Eg if always defensive may: Miss opportunity to improve Deter others from giving you useful feedback If always underplay positive fedback eg “It was nothing”, can diminish strengths/achievements
- #15 Only accept feedback if you are in a frame of mind to receive it. Otherwise postpone or decline; Listen attentively without giving verbal or visual feedback; Ask questions to gain clarifications; Accept what is helpful for you; Do not go into justifications, defensive positions or even attack (understand that the feedback is not a fact. It is an observation from the giver and therefore is itself interesting); Feedback is not a request for self-criticism; Thank the giver for his/her willingness to provide feedback (this doesn’t imply that you accept his/her feedback). And don’t forget, you can always ask for feedback. This may be just the bit of encouragement that someone, who is holding back on feedback, needs.
- #16 All situations should be used to give feedback Any situation that may have a +ve or –ve impact on staff or team performance Job well done Should be integral part of the day – “Catch people doing things right” – One Minute Manager Role of senior/clinical specialists to give feedback to staff grades and assistants AND to peers and managers. Staff grades – feedback to assistants AND to senior staff above them. Role for feedback outside the physiotherapy specific area Start being aware of those working around you – Need to give reent and valid examples Always ask permission
- #18 Ask for permission to give feedback; Stick to the elements Behaviour – Impact – Feeling - Request; Provide feedback on behaviour rather than personality traits e.g. ‘I observed that you interrupted the presenter on about five occasions’ rather than ‘You are rude’; Use ‘I’ statements and not ‘one should, we thing, at Beaumont etc.); Provide feedback as close to the event as reasonably possible; Focus on a specific topic and do not bring up 3 years of history; Only provide feedback on behaviours that the receiver can change; Don’t hide the feedback in suggestive question “Do you not think, that …”; Where possible, encourage helpful behaviours rather than trying to eliminate unhelpful ones; Eliminate generalisation (always, never, normally, usually…). Be specific;
- #19 All listen well when we want/have to. Need to learn to listen when we don’t want to! You don’t have to agree with person – just listen
- #20 How’s work going for you? Give me an example How do you feel about that? And then what happened? Before you move on , can you explain how you resolved that?
- #22 Common Pitfalls: Generally we decide very quickly whether we like people or not – then spend rest of time justifying it!!!! Be aware! Objectivity is the bedrock of effective feedback “Saint” – May remind you of yourself!! – Can see nothing wrong in anything they do- Remember no one is perfect!!! Can do nothing right! May have different style, may not like them – Human nature. No one is this bad Think “one style fits all” Expect people to behave and work the same way when don’t compare them unfairly NB to allow ach individual to develop his/her own unique style Look at seriousness of the incident – What has been learned as a a result? Cause more damage by being overly lenient/over harsh in wrong setting
- #23 Tends to say nothing/ agree with everything you say. Reluctant to give own opinion. Prefers direct feedback rather than discussion Ask open questions Reflect back exact words to get to expand OR “tell me more about” Not achieving objectives or performance. Likely to be defensive and aware of problem. May want to avoid talking about it – may attempt to change subject/divert. Aim: Work with and help No surprises – point out poor performance at the time Look for & point out +ve aspects f behaviour Make notes of points you wish to to cover so avoid being distracted Prepare FACTS beforehand Be prepared to back up feedback comments Exceptionally able – needs to be constantly challenged. Aim: to work with and encourage: Get them to assess themselves (often their own best critics) Congratulate them on their performance Find out what motivates them Define challenging goals Find it difficult to take a realistic view of their activities. May describe everything in a positive way and reluctant to acknowledge areas of poor performance Prepare beforehand so have actual examples of behaviour Give praise where it is due Probe & use your prepared notes to identify and agree precise details of what happened Get them to re-evaluate their performance in light of the facts Dismissive of whole feedback process – believe it is not good for them or others. Likely to find fault with system/component parts. Can do the job but not to the best of their abilities. May have low morale Discss purpose of the sessin Gain commitment to discussion but do not promise what cannot deliver Find out what they enjoy – set objectives in this arae as much as possible Identify problem areas and ask them what could be done to make work more satisfying Become angry/upset when point out development gaps/-Ve feedback Do not lose your temper Let them talk Listen patiently If remain emotional – reschedule Calm down by explaining want o give them another tiem to talk after they have had time to think Don’t let them leave while still upset Begin next session by discussing why they got so upset/emotional Emphasise +ve value of feedback Socialise with inside and outside of work. Not usually a problem but may be some instances where find hard to separate role Recognise friends have same right to feedback as others Try to take objective view. Views of others may help – peers/managers Keep meeting on track – keep to point State need to keep work and relationship separate Do not allow personal relationships to cloud work performance issue Avoid “halo” effect